COEPD LESSON PLAN TEMPLATE DAY ONE

Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic/ Rationale: Sustainable Agriculture Length (timing) of
Career Students will explore and understand the core question, “How will we sustainably feed Lesson: 37 minutes
Literacy – 8th nearly 10 billion people by the year 2050?” and begin to think about the challenges and
Grade opportunities presented by this question. Students will explore factors such as expected
population growth, food waste, and various positive and negative factors impacting
sustainable agriculture.
INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA 3.0
~ Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
 Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence
presence

Learning Objective(s):
- Students will be able to define “sustainability.”
- Students will be able to define “sustainable agriculture.”
Formative Assessment:
- Students will complete a Ticket Out the Door Activity, wherein they will be asked to share what their carbon footprint score
was, as well as tell of three ways to better their score.
PREPARATION
Materials/Resources:
- 2050 Introduction Video, found at https://www.youtube.com/watch?v=zYecU_gJdxA&feature=youtu.be
- Online Quiz, found at http://meetthegreens.pbskids.org/features/carbon-calculator.html
- Individual Student Chromebooks/Mobile Computer lab
- Paper
- Pencils
- Pre-made signs (“Strongly Agree,” “Agree,” “I’m Neutral,” “Disagree,” and “Strongly Disagree”) – These should be posted
around the room before students’ arrival
- Tape
- List of questions for debate activity, found at https://www.worldof7billion.org/wp-content/uploads/2014/08/7-Billion-
Where-do-you-Stand.pdf
- White board
- White board markers
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated

Instruction

Activating Time - The teacher will clearly write “Has everyone gotten a - For students with
Strategy/ http://meetthegreens.pbskids.org/features/ca Chromebook and logged in?” physical
Introduction 8:50- rbon-calculator.html on the white board disabilities, a peer
8:52 before time for students to arrive. “Is anyone having trouble will be designated
- The teacher will then stand by the door, finding pulling up the link?” to get two
welcoming students and instructing them to computers, giving
find their Chromebook and take it to their one to their peer.
seat, as well as get logged in and pull up the
web address that is on the white board.
Core Time - The teacher will then instruct students to “Has everyone finished - Students with
Instruction quickly take the online Carbon footprint taking the carbon footprint verbal disabilities
quiz found at the link they have already quiz?” will be permitted to
 8:52- searched. They will be told to keep the only physically
8:57 screen wherein their footprint score is Statements asked during participate in the
Carbon visible. Make sure they write their score spectrum activity: spectrum activity.
Footprint down on a piece of paper to keep for their They need not share
Quiz ticket out the door activity. 1. “In order to feed our their “why.”
- Once finished, students will log out of their population, we must use
Chromebooks and sit them to the side of pesticides, chemical
8:57- their desk. The teacher will then introduce fertilizers, and genetically
9:17 the spectrum activity, pointing out the five modified crops to increase
Spectrum different signs around the room. Tell farm yields.”
Activity students to go to whichever sign best
explains how they relate to a statement 2. “With over 7 billion
asked. Students will move around the room people on the planet, water
responding to 5 different statements (found pollution is inevitable, and
at https://www.worldof7billion.org/wp- we should not waste
content/uploads/2014/08/7-Billion-Where- money trying to prevent it.”
do-you-Stand.pdf). The teacher will lead a
brief whole group discussion after each 3. “Because our population
9:17- question, asking students why they has reached seven billion
9:19 agree/disagree with a certain statement. people and continues to
- Students will then return to their grow, we need to
Putting Chromebooks to the mobile computer lab expand land area available
Technology 9:19- and then return to their seat. for living and growing food
Away 9:25 - The teacher will tell students to return to by cutting down the
their piece of paper that had their carbon rainforest.”
footprint score. They will be they will be
Ticket out told to share what their carbon footprint 4. “In an effort to feed a
the door score was, as well as tell of three ways to population of over 7 billion,
better their score. They may make a bulleted people in should reduce the
list. amount of meat they
consume.”
 5. “Arable land should never
be used for housing,
businesses, or other non-
agricultural uses because we
need all available farmable
land to produce food”
Closure Time - Briefly tell students about the following
activity, sharing with them that the next day
The follow- 9:25- they will go into greater depth in regard to
up 9:27 sustainable agriculture.

Contingency Time If the technology planned does not work, we as a

class will discuss what carbon footprints are, as
well as discuss our lifestyle choices (like they
would have on the quiz).

Instead of responding to their score on the ticket

out the door, they would simply make three ways to
better their lifestyle choices (paper over plastic,
recycle, less waste, turning off lights/faucets, etc.)
 Statements Asked During Spectrum Activity:

1. “In order to feed our population, we must use pesticides, chemical fertilizers, and genetically

modified crops to increase farm yields.”

2. “With over 7 billion people on the planet, water pollution is inevitable, and we should not waste

money trying to prevent it.”

3. “Because our population has reached seven billion people and continues to grow, we need to

expand land area available for living and growing food by cutting down the rainforest.”

4. “In an effort to feed a population of over 7 billion, people in should reduce the amount of meat they consume.”

5. “Arable land should never be used for housing, businesses, or other non-agricultural uses because we need all available farmable

land to produce food.”

COEPD LESSON PLAN TEMPLATE DAY TWO

Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Sustainable Agriculture 37 minutes

INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.1
Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn
from the text.
Learning Objective(s):
- Students will be able to define sustainability.
- Students will be able to answer comprehension questions regarding a 3-4 page article read in class.
Formative Assessment:
- Students will answer 4 comprehension-based questions after
PREPARATION
Materials/Resources:
- Sticky notes
- Pencils
- SMART Board
- White board
- Printed out copy of Newsela “What Is Sustainability?” and comprehension questions for each student in class
- Highlighters
- White board markers
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Time “Does everyone have a - If students are

- Students will be welcomed into class. sticky note?” mentally impaired,
Upon entering, they will receive a sticky they will be given
Welcome & 8:50- note and told to take a pencil from the “Does everyone have a additional time to
Dispersion of 8:51 front of the room and a highlighter (if they pencil?” complete the bell
Materials need one) and find their seat. ringer activity if
- Students will then be asked to respond to “What do you think needed.
the prompt on the SMART board on their sustainability means?”
8:51- sticky note. The prompt will be: What do
Bell Ringer 8:52 you think sustainability means? Students
Activity should place their sticky notes on the
window on the far side of the room.
- Students will be given 4 minutes to
respond and place their stickies on the
8:52- window. While students are working on
Wait Time 8:56 their bell ringer, the instructor should
pass out a copy of the “What is
Sustainability?” article and all
accompanying comprehension
questions to all students. Lay it face
down on the corner of their desks.
- Facilitate a brief whole-group discussion
on what the students said on their sticky
8:56- notes. Ask them why they wrote what
Whole Group 9:00 they did. Ensure that they write down on a
Discussion piece of paper “Sustainability: avoidance
of the depletion of natural resources in
order to maintain an ecological balance.”
Write it on the whiteboard and leave it for
the remainder of class.
Core Time - Students with
Instruction mental impairments
- The instructor will give students a brief will be given
9:00- introduction to the Newsela article, “What additional time to
Introduction 9:01 is Sustainability?” and the accompanying complete the
reading comprehension questions.
 - Students will then be given 10 minutes to reading outside of
silently read the article and answer the class.
accompanying reading comprehension
9:01- questions. Instruct students to perform
9:11 selective highlighting on the article,
Silent reading highlighting important information that
pertains to sustainability/things they think
are interesting and important. The
instructor should drift around the
classroom and assist students if necessary.
- After 10 minutes, have students perform a
Think-Pair-Share, wherein they go over
9:11- their highlighted information silently
Think-Pair- 9:16 before turning to their shoulder partner
Share and sharing what they discussed for a few
minutes.
- The instructor should then ask students
what sort of information they highlighted.
9:16- Make notes on the whiteboard of what
Whole-Group 9:25 students highlighted. Ensure to ask why
Discussion things were highlighted.

Closure Time

- Class will be closed by asking students to

9:25- return their highlighters to the front of the
Clean up 9:27 room. It will also be determined at this
time whether or not students need to take
the article home to complete the reading
and the questions.
Contingency Time - If students do not complete the entire
article and the accompanying reading
comprehension questions in class, they
should take it home and complete them as
homework. Ensure that they are taken up
and graded the following day.
 COEPD LESSON PLAN TEMPLATE DAY THREE
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Soil Differences 37 minutes

INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
 Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence
presented.

Learning Objective(s):
- Students will be able to collaboratively discuss within their small groups.
- Students will be able to express their ideas clearly.
Formative Assessment:
- Students will turn in their notes taken from the exercise, ensuring both their understanding of the day’s activities and their
participation.
PREPARATION
Materials/Resources:
- Three labeled cups
 o Potting soil (1 cup)
o Coarse sand (1 cup)
o Soil found outside the school (1 cup)
- 3 sheets of white paper (1 per group)
- 3 cups (1 for each material)
- Pencils
- Paper
- 9 spoons
- Tin foil (to cover each cup)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Time “Does everyone have a

Strategy/ pencil and a piece of
Introduction - Students will be welcomed into class and paper?”
told to get into one of three groups. Place
8:50 students in groups as they come into class.
Welcome - Make sure to tell students to gather their
pencils and paper (if they did not bring
their own) from the front of the
classroom.
- Each group should have one white sheet
of paper, three spoons, and a cup (already
filled with one material and covered with
tin foil) in the middle of the table
Core Time - The instructor will explain the day’s What material seemed the
Instruction discovery activity, telling students to “cleanest”/most arable?
remove the tin foil lid from their cup.
They will then be instructed to dump the
 8:51- contents of their cup onto the white sheet
8:83 of paper.
- Instruct students to divide their paper into
three columns, labelling the first one the
same as what is written on their cup.
8:53- - Using the spoons, they sift through their
8:55 respective materials, taking notes about
what they find while digging. Drift around
the room and monitor students to ensure
8:55- they stay on task.
9:02 - After 7 minutes with their materials, they
will switch to another discovery center.
Students will spend 5 minutes at each
station, looking through the material and
9:02- taking notes on what they find in the
9:20 material. (Count 2 minutes for shifting
groups per each shift)
- Facilitate a whole-group discussion on
what the students found in the materials.
Ask them what sort of soil seems the
9:20- “cleanest”/most arable.
9:25
Closure Time - Students will be instructed to return their
materials to the cup and cover it with the
tin foil, leaving it as they found it.
9:25- - Students will hand in their notes from the
9:27 day to the instructor, who will mark for
participation.
Contingency Time - If there is not enough time to complete the
above activity, we will shift the days of
the lessons and complete this activity the
following day instead.
 COEPD LESSON PLAN TEMPLATE DAY FOUR
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Field Crops 37 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.31
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and/or orally) and
evaluate the motives (e.g., social, commercial, or political) behind its presentation.
Learning Objective(s):
- Students will be able to evaluate multiple forms of text (i.e. charts and informational prose).
- Students will be able to explain the amount of crops produced.
Formative Assessment:
- Students will complete a reading comprehension shape activity that will be marked for participation credit and then kept by the
student for further use.
PREPARATION
Materials/Resources:
- A printed out copy of “Field Crops” for each student in the class
- Pencils
- Paper (students can spilt a sheet with a peer)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Time “Iowa’s annual corn

Strategy/ - Students will be welcomed into class and harvest is usually around 2
Introduction instructed to work out the bell ringer billion bushels. If you
question on the board. They will be told to loaded semi-trucks with 2
Bell Ringer work it out on a half sheet of paper: billion bushels and lined
 8:50- “Iowa’s annual corn harvest is usually them up bumper to
8:55 around 2 billion bushels. If you loaded bumper, how far would
semi-trucks with 2 billion bushels and they stretch?
lined them up bumper to bumper, how far
would they stretch? According to the Iowa According to the Iowa
Department of Transportation, a large Department of
semi holds around 910 bushels, and 879 Transportation, a large
large semis lined up bumper to bumper semi holds around 910
would stretch around 11.5 miles” bushels, and 879 large
- Give students the correct answer and semis lined up bumper to
Whole-Group discuss how much corn it physically is. bumper would stretch
Discussion 8:55- Have students share what they think of around 11.5 miles”
9:05 this. During a whole-group discussion.
Answer: The line of trucks
would stretch 29,206 miles,
or more than the
circumference of the earth
(which is a little under
25,000 miles).
Core Time “What is something that - Students with
Instruction stands out to you in this mental impairments
- The teacher will hand out a copy of “Field article? Why?” will be given the
crops” to each student in the class. opportunity to work
9:05- Students will be instructed to read the “What was your main with a peer mentor.
Silent reading 9:25 article, complete a shape response activity takeaway from this
and Shape on a separate sheet of paper. They will article?”
Response draw:
o SQUARE and write 4 important
quotations
o TRIANGLE and write down
questions they still have
o HEART and write 2 things that
stood out to them
 o STAR and one main takeaway of
the article
- Students will be given the remainder of
class to work on this reading activity.
They will be permitted to move around
the room and sit where they please, but
that will change if issues of distraction
arise. The teacher should drift around the
room and assist and redirect as needed.
Closure Time - Students will turn in their completed
assignments and ensure that the room is
back in order.
9:25- - The instructor will tell students about the
9:27 following day: animal agriculture.

Contingency Time - If students are unable to work out the bell

ringer problem, it is all right. Ensure that
they write down the correct answer and
hold a whole-discussion on it; it to put
into perspective how much corn is
produced. This should help students
visualize it.

- If students do not complete the shape

activity, it will be completed as
homework.
 Field Crops
Introduction

We all know agriculture is about growing food, but sometimes the connections between crops and food are pretty indirect. This
section uses two activities (Activities 1 and 3) to build student understanding of the relationship between field crop production and the
food we actually eat. To prepare for the first activity, ask students to bring a week’s itemized grocery receipt or shopping list and a
selection of ingredients labels to class.

What are our principal field crops?

The principal field crops in Iowa and Wisconsin are:

More than half of the cropland in Iowa and Wisconsin is in field crop production. 70% of Wisconsin’s cropland and 90% of Iowa’s
cropland is planted to just 3 crops: corn, alfalfa, and soybeans. How are these crops used? Where do they go?

Crop Acres, IA Acres, WI Acres total

Corn (grain or seed) 13,709,408 3,306,621 17,016,029

Soybean 9,301,594 1,699,728 11,001,322

Corn (silage) 392,304 953,876 1,346,180

Alfalfa, hay, etc. 656,367 1,122,770 1,779,137

Wheat for grain 13,518 261,519 275,037

Potatoes 1,028 66,400 67,428

2002 U.S. Corn Use by Segment
From Iowa Corn Growers Assoc. website.

How Do We Use These Crops?

Activity 1: The Crops on Our Plates

Corn:

All the silage corn is used to feed livestock, primarily dairy cows.

Most grain corn also goes to feed livestock. In 2009, American

farmers harvested about 13 billion bushels of corn grain. Iowa
produced about 19% of the U.S. corn crop – around 2.4 billion
bushels. For many years corn use was quite stable, with about
75% going to feed livestock in the US and other countries, 8%
going to fuel ethanol, and more than 6% going to sweeteners.
Since 2004, however, the portion of the corn crop used for
ethanol
has more
than tripled to 27 to 30 percent in 2009 and 2008 and the portion used directly
for feed has dropped to about 40 to 45 percent. A substantial portion of the by-
products of ethanol production (distillers’ grains) are fed to livestock, so the
corn used for ethanol also contributes to animal feed.

2010-11 Corn Use by Segment

Based on data in USDA ERS Feed Grains Database: Yearbook Tables 4 and
31, accessed June 2012.

See also Iowa corn use

About 15 to 20 percent of grain corn in the US is exported. Most corn exports are used to feed livestock. Japan is the leading importer
of US corn, followed by Mexico. (Japan takes about 30% of our corn exports, and Mexico and South Korea combined imported
another 30% in 2010-2011).

About 50 percent of grain corn is used for seed, industrial uses, and food in 2008. The major industrial use is for ethanol production
(about 38% of the total 2010 grain crop). The main food use is for sweetener (for example in soft drinks, jams and jellies, and a wide
range of processed foods). Corn Refiners Association Statistics Less than 5% of the US grain corn crop goes to human food other than
sweetener.

Soybeans:

A little over half of the US harvest is crushed for oil, and the residue, called soy meal, is fed to livestock. Oil goes primarily to edible
uses (shortening in baked goods, frying oils, salad oils, margarine, coffee creamers, mayonnaise, etc.) and accounts for about 60% of
the vegetable oil used in the US. The rest goes to industrial uses (diesel fuels, inks, pesticides, soaps, shampoos, and detergents, etc.)
Use of soybean oil for biodiesel has increased from about 2 million gallons in 2000 to more than a billion gallons in 2012 and now
accounts for between 20 and 24% of the total soybean crop. SoyStats 2013.

In 2013 about 45% of harvest was exported (some used for oil & livestock feed; some for human food, esp. in Asia)

About 3% of the soybean harvest used in US is not crushed for oil and goes to seed, feed, human food, and industrial uses. Human
food examples include soymilk, tofu, roasted soy nuts, infant formula, soy sauce, edamame. Standard high yield soybean varieties are
not suitable for many non-oil human food uses.
 COEPD LESSON PLAN TEMPLATE DAY FIVE
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Animal Agriculutre 37 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.5
Determine a central idea of an informational text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
Learning Objective(s):
- Students will be able to determine the centeral idea of an informational text.
- Students will be able to frame an information text, giving 3 things they learned, 2 questions they still have, and 1 thing that
interested them.
Formative Assessment:
- Students will complete a 3-2-1 chart in-class in response to the in-class reading.
PREPARATION
Materials/Resources:
- Youtube video, found at, https://www.youtube.com/watch?v=QzJN0q-DUVc
- SMART Board
- Computer
- Internet Access
- A printed out copy of the news article “Sustainability, a new reality” for each student in the class
- Pencils
- Paper
- Sticky note
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Time “Does everyone have a - Ensure that the
Strategy - Students will be welcomed into class and sticky note?” captions are on for
8:50: told to get a piece of paper and pencil (if the video.
Materials 8:51 they need if) before they sit down. The “How did this video make
teacher will give each student a sticky you feel?”
note as they enter the room.
- The teacher will play the YouTube video “What did this video make
Video 8:51- “Animal Agriculture - Is this you think?”
8:53 Sustainable?” found at
https://www.youtube.com/watch?v=QzJN
0q-DUVc, on the SMART Board.
8:53- - Students will then be given the
Responsive 9:00 opportunity to write a response (of any
Bell Ringer kind; i.e. picture, sentence, doodle, a few
words, etc.) on their sticky note. They will
stick it to the window when they get done.

Core Time “Does everyone have an

Instruction article?”
- While students discuss the video, the
9:00- teacher will hand out the article titled “What are questions we
Discussion/ 9:05 “Sustainability, a new reality” to each still have pertaining to
Materials student. The teacher should also continue animal agriculture?”
to facilitate the discussion.
- Feeding off of the discussion from the “What was something that
Article 9:05- activating strategy, students will read the interested you?”
Reading 9:15 news article pertaining to animal
agriculture either silently or aloud. The
instructor should give them the choice.
- After reading, students will be instructed
to create a 3-2-1 chart wherein they give:
3-2-1 Chart 9:15- 3 things they learned, 2 questions they
9:25 still have, and 1 thing that interested them.
 Time “We all know that we can
take this home to finish it if
we need to, right?”
9:25- - Students will keep their articles and return
Closure 9:27 their completed 3-2-1 charts to the
instructor and return to their seats to be
dismissed by the bell.

Contingency Time - If students do not complete their 3-2-1

charts in the allotted time, they will be
given the opportunity to take it home to
complete it as homework. However, it
will be due upon entering the class the
following day. If they do not return it,
they will be penalized.
 COEPD LESSON PLAN TEMPLATE DAY SIX
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Budgeting/Checkbook ledgers 37 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
 Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence
presented.

Learning Objective(s):
- Students will be able to calculate their remaining balance
- Students will be able to fill out a checkbook ledger
Formative Assessment:
- Students will complete a checkbook activity wherein the teacher models the first 2-3 instances and begins to scaffold away from
students, allowing them to take more control of the activity.
PREPARATION
Materials/Resources:
- An ELMO
- A SMART Board
- A print out of the attached ledger and expense sheet for each student in the classroom
- Pencils
 - Paper
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Time “Does everyone have a - Students with

packet?” visual impairments
will be given a
- Students will be welcomed into class and large-print copy of
Welcome & 8:50 given the checkbook packet. They will be the assignment
Handing Out instructed to get a pencil and a scrap piece
of paper from the front of the room (if
they need) and find their seat.

Core Time - The teacher will then have students to “What is your favorite - Students with
Instruction stand in front of their seats and gather season?” mental impairments
8:50- their things in their arms. The students will be kept in a
Grouping 9:00 will be told to form “blobs,” wherein the “Does this make sense?” group with their
are grouped by their eye color. If the peer mentor
groups are too large (larger than 3), break “Can we try a problem on regardless of the
them down once more, separating the eye your own?” grouping.
color groups by favorite season as well.
Have these groups sit far enough apart as “Remember, you are in
to not distract one another. groups for a reason. Work
- Once students have settled into their together, don’t chat.”
groups, the instructor will explain the
 Modeling 9:00- checking activity, beginning by modeling
9:06 to the students how the ledger works on
the SMART board, utilizing the ELMO
document camera. After completing the
modeling for 1-2 instances, tell students
that this activity is a build-up to the
following day, so ensure that they
understand how the activity and ledger
work.
- After this, students should work within
their small groups to complete the ledger
activity. The instructor should drift around
Group 9:06- the room, offering assistance and
Instruction 9:25 guidance as necessary. Also ensure that
students stay on task and that all students
are participating.
Closure Time - Students will be instructed to turn in their “Did I get all completed
completed ledgers, as well as all of their ledger activities?”
Collection 9:25- scrap paper. They will be instructed to
9:27 return to their original seats and be
dismissed by the bell.
Contingency Time - Students will be given the opportunity to
take their ledger home and complete it as
homework if need be. It will be marked
for participation the following day.
 COEPD LESSON PLAN TEMPLATE DAY SEVEN
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Agriculture Project 37 minutes

INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
 Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence
presented.

Learning Objective(s):
- Students will be able to effectively and actively participate in their small groups.
- Students will be able to work collaboratively on their agriculture projects.
Formative Assessment:
- The teacher will drift around the classroom, offering guidance, assistance, and making clarifications during class time.
PREPARATION
Materials/Resources:
- Agriculture unit handout printed for each student in the class
- A blank ledger printed for each group in the class
- Pencils
 - Paper
- Construction paper
- Rulers
- Colored pencils/markers
- Calculators
- Manilla folder for each group
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Introduction Time “Does everyone have a

copy of the packet?”
- Students will be welcomed into class and
Materials 8:50 given the agriculture unit hand out. They “Does everyone have a
Gathered will be told to get a pencil and scrap piece pencil?’
of paper from the front of the class (if they
need it) and then to find a seat.
Core Time “What color shoes are we - Students with
Instruction all wearing?” mental impairments
- Students will be grouped for their will be kept in a
8:50- agriculture unit via the blobbing method. “What is your favorite chip group with their
Blobs 8:55 Students will be asked to form blobs flavor?” peer mentor.
based on their shoe color. If these blobs - Students with
are too large – larger than 4 – break them “How do we begin our visual impairments
apart by favorite chip flavor. ledger?” will be given a
- Once students are in their small groups, large-print copy of
Smaller Blobs the instructor will go over the packet with “Do we understand the the packet.
8:55- the students, as well as the expectations expectations and planned
9:00 for the project. final product for this
project?”
 - Students will then be given a piece of
construction paper and given access to
Small Group 9:00- rulers/colored pencils. They will be given
Work 9:25 time to work through their ledger of
planned expenses and begin their rough
draft of their farm layout. Students will
also be given a manila folder and
instructed to come up with a farm name.
That name should be put on the front of
the folder, as well as the names of all
group members.
Closure Time - Students will be instructed to put all of
their materials inside their farm folder and
9:25- place the folder on the table at the far end
9:27 of the classroom.
Contingency Time - If a small group has clear issues, the
teacher should take this into account and
make changes to the groups to ensure an
effective and collaborative group.
 ↠ Arable Land - Wanted↞
- As of the 1st day of April in the year 2019, the town of Classville is

searching for one family with arable land to be given a grant funded by

the city as a starter for a farm. Based on recent city polls, it has been

decided that one family farm shall run within the limits of Classville. The

grant and farming rights will be for $99,000.99 and will be awarded to the

family who:

 Provides a suitable, family friendly name for their farm

 Provides a detail ledger of how the grant would be spent to

shift the arable land into a fully functioning farm (all money

must be spent)

 Provides a mapped layout of the potential farm (rough draft

and final draft)

 Provides the mayor and councilmen with the best pitch

(written by all members and presented by all members)

Agriculture Final Project Requirements

As a wrap-up for our Agriculture Unit, students will be designing
their own farm and basing a written – and verbally presented – pitch on
this farm. Students will work in groups of no more than four members
and will be given time in class to complete the project.
Below are the requirements for the entire project, as well as a grade
weight for each portion:

1. Rough draft of farm layout (on construction paper) – 20 %

2. Final draft of farm layout (on poster board) – 30%

3. Ledger of how grant will be spent – 20%

4. Written pitch (at least 2 pages written. You must sell your farm to

the mayor! Why is your farm the best farm?)) - 20%

5. Verbal pitch (at least 4 minutes spoken. You must sell your farm to

the mayor! Why is your farm the best farm?) – 10%

 COEPD LESSON PLAN TEMPLATE DAY EIGHT
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Agriculture Project 37 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
 Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence
presented.

Learning Objective(s):
- Students will be able to effectively and actively participate in their small groups.
- Students will be able to work collaboratively on their agriculture projects.
Formative Assessment:
The teacher will drift around the classroom, offering guidance, assistance, and making clarifications during class time.
PREPARATION
Materials/Resources:
- Pencils
- Paper
- Poster board
 - Rulers
- Colored pencils/markers
- Calculators
- Manilla folder for each group (that they compiled the day before)
- Chromebooks (to type students’ pitches)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Time - Students will be welcomed to class and “Does everyone have their
Strategy/ instructed to gather their folders from the folders?”
Introduction 8:50- table at the back of the room. They should
8:52 then sit in their groups from the day “How much have you
before. completed on your
- Have students spread their papers out and project?”
8:52- take stock of what all they completed the
8:55 day before. For students who completed “How are things going?”
Check-up their rough draft the day before, they
should be given a poster board and be able
to start on their final draft of their farm.
Students should type their pitch on a
Chromebook in the classroom, as well as
save it so it will be accessible the
following day.
Core Time - Students will work in their groups for the “How are things going?” - Students classified
Instruction remainder of class time. The teacher as TAG students
should drift around the room and offer “Are you ready to work on will be given the
assistance and clarification when your final draft?” opportunity to be
Group Work 8:55- necessary, as well as redirect student designated as a
9:25 attention and ensure that all students are group leader.
 on task. By the end of class, all students “Do you think we’ll need a
should have their ledgers finished, their couple more days of
rough drafts finished, their final drafts work?”
started, and their pitches at least outlined.

Closure Time
- Students should ensure that all of their
9:25- materials are gathered and put away inside
9:27 their farm folder. They should also return
it to the table at the back of the room.
Their poster board should be returned to
there as well.

Contingency Time
- If students need another day to work on
their projects, give them an additional day
to complete the project and move the
pitch/presentation day back one.
 COEPD LESSON PLAN TEMPLATE DAY NINE
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Agriculuture Project 37 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.

Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence presented.
Learning Objective(s):
- Students will be able to effectively and actively participate in their small groups.
- Students will be able to work collaboratively on their agriculture projects.
Formative Assessment:
The teacher will drift around the classroom, offering guidance, assistance, and making clarifications during class time.
PREPARATION
Materials/Resources:
- Pencils
- Paper
- Poster board
- Rulers
- Colored pencils/markers
- Manilla folder for each group (that they compiled the day before)
 - Chromebooks (to type students’ pitches)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Time - Students will be welcomed to class and “Does everyone have their
Strategy/ instructed to gather their folders from the folders?”
Introduction 8:50- table at the back of the room. They should
8:52 then sit in their groups from the day “How much have you
before. completed on your
- Have students spread their papers out and project?”
8:52- take stock of what all they completed the
8:55 day before. For students who completed “How are things going?”
Check-up their rough draft the day before, they
should be given a poster board and be able
to start on their final draft of their farm.
Students should type their pitch on a
Chromebook in the classroom and print
when finished.
Core Time - Students will work in their groups for the “How are things going?” - Students classified
Instruction remainder of class time. The teacher as TAG students
should drift around the room and offer “Are you ready to work on will be given the
assistance and clarification when your final draft?” opportunity to be
Group Work 8:55- necessary, as well as redirect student designated as a
9:25 attention and ensure that all students are “Do you think we’ll need group leader.
on task. Students should be finished and another day to finish the
prepared for their presentational pitches project?”
the following day – if not the majority are
not, resort to contingency.
 Closure Time
- Students should ensure that all of their
9:25- materials are gathered and put away inside
9:27 their farm folder. They should also return
it to the table at the back of the room.
Their poster board should be returned to

Contingency Time
- If students need another day to work on
their projects, give them an additional day
to complete the project and move the
pitch/presentation day back one.
 COEPD LESSON PLAN TEMPLATE DAY TEN
Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
Career Literacy – 8th Grade Presentations 37 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.34
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add
interest.

ELA.8.35
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See
grade 8 Language standards for specific expectations.)
Learning Objective(s):
- Students will be able to present their farm pitch in front of the class in an effective manner.
- Students will be able to collaboratively present their group project.
Formative Assessment:
- Students will be graded for completion and effectiveness of speech.
PREPARATION
Materials/Resources:
- Students’ completed projects
- Sheet of paper for teacher to take notes during presentations
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Time
Strategy/
Introduction - Students will be welcomed into class and
8:50 – instructed to gather all of their completed “Does everyone have all of
Gathering 8:52 materials for their farm presentation. their materials?”
Core Time “Are we ready to begin?”
Instruction
“Who would like to go
first?”
8:52 - - Students will be given a few minutes to
Preparation 9:00 ensure that they have everything in line to - Students with social
present. impairments may
- When that time is up, students will turn in be given an
their ledger and their rough draft in to the alternative
instructor, as well as a printed copy of assessment in
their pitch. comparison to the
9:00 – - Students will go one group at a time, presentation.
Presentations 9:25 presenting their project to the class. (They
should spend no more than 5 minutes per
group, but not less than about 3-4).
Students will be graded based on the
attached rubric.

Closure Time

- Students should turn in all materials to the

Ending 9:25 – instructor and return to their seats.
9:27
Contingency Time
- If there is not enough time to complete
presentations, budget time the following
day to complete presentations.