Vous êtes sur la page 1sur 6

Design Document for Lesson Plan

Name: Lincoln Heights


Grade Level: K-2
Concept/Topic: Respecting Yourself, Others, and Your Community
Length of Lesson (in minutes): 45 minutes

Learning Objectives: What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)

● Students will be able to explain how they can be respectful to themselves, others and their
community.
● Students will identify the three levels of respect exercised each day at school.
● Students will demonstrate concrete methods for practicing self-respect, respect for others and
respect within the school.

Standards: Under which standards from North Carolina Standard Course of Study (NC-SCOS)
do these learning objectives fall?

**standards for 1st grade


1.C&G.1 Understand the importance of rules.
1.C&G.1.1 Explain why rules are needed in the home, school and community.
1.C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal,
parents, mayor, park rangers, game wardens, etc).
1.C&G.1.3 Summarize various ways in which conflicts could be resolved in homes, schools, classrooms
and communities.

**standards for Kindergarten


SL .K .5 . Add drawings or other visual displays to descriptions as desired to provide additional detail SL
.K .1 Participate in communication with others
K .C&G .1 .1 Exemplify positive relationships through fair play and friendship
K .C&G .1 .2 Explain why citizens obey rules in the classroom, school, home and neighborhood
EX .K .C&G .1 .2 Follow simple classroom expectations (e .g ., keep hands and feet to self, stay in your
place, do your work)
SE .1 Understand the meaning and importance of personal responsibility and self-awareness
SE .2 Understand the relationship between self and others in the broader world

Key Tasks/Activities: What are the key activities or tasks that you plan to use? What is your
rationale for why you have selected these particular tasks/activities to meet your learning
objectives?
● Share
○ Students gather in a circle and we will go around for them to share one thing they did on
their own that morning to get ready for school.
● Inspire
○ Teaching about respect and the three levels of respect
1. Self respect
2. Respect for others
3. Respect for our school
● Empower
○ Completing three activities
1. Self respect
● Each child is given a ball of playdough.
● They will create an example of one way they can be kind to themselves
by showing self-respect. (ex: toothbrush to show they brushed their teeth,
a bed for making their bed, etc.)
2. Respect for others
● Form two lines of students and have them face each other.
● Model how to introduce yourself and ask how others are doing.
○ Hello, my name is _____.
○ What is your name?
○ How are you doing today?
○ I am doing well/good/bad, thank you.
3. Respect for our school
● Explain that the class is going to go on a silent scavenger hunt. The
students will be looking for ways to show respect to public areas and
materials in the school through their kindness.
● Some examples: picking up garbage, picking up playground toys, etc.
● Review the answers when you get back to class.
● Have the students draw a picture of one way to show respect within their
school.
● Reflect
○ When returning from the walk, have the students draw pictures to represent the three
levels of respect. (ex: a picture of a face=self respect, 2 people=respect for others and a
school=respect for school)
○ Engage in a class discussion about ideas for the class on ways to demonstrate each level
of respect through kind actions.
● Extension ideas/opportunities
○ During the self-respect section, talk about the importance of coming prepared for school,
taking care of your belongings and bringing coats/things to keep you warm on cooler
days.
○ During the respect for others section, introduce a quiet area in your room and your
expectations for people who need time away from the class in the “quiet area.”
○ During the respect for the school section, introduce school wide programs that might tie
into this topic. (ex: service learning club)
Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does not mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of your
handwritten anticipated approaches/strategies. Be specific - use your anticipated responses to
help you plan your questions in the lesson plan.

The students might use prior knowledge that they have learned from their weekly social issue lessons.
They also might bring many different answers in response to thinking about self-respect, respect for
others, and respect for their school. It is important as the teacher to be prepared for students to ask
questions that relate to people that normally do not show respect. We believe that they will approach the
task with respect and will be interested in treating their friends with respect.

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.

We will provide scaffolding for students who are stuck by providing different resources that will help
them adapt to our lesson in different ways. One example of a resource to help English Language Learners
is to draw simple pictures next to words that show self-respect to help them better connect during the
discussion. Another example is to allow children with speech/language delays to use hand gestures and
facial expressions to convey respect to others during the activities. Another way to scaffold during the
walk around the school activity would be to pair up students and encourage community observations.

This lesson can be extended to establish classroom rules and expectations. During the self-respect section,
you could talk about the importance of coming prepared for school, taking care of your belongings and
bringing a coat or hat during the cooler days. During the respect for others section, you could introduce
your quiet area/corner if you have one. It is important to go over the expectations for this area and the
rules for accessing it. During the respect for the school section, you could potentially introduce any school
wide programs that might tie into this topic. Drawing connections both in the classroom and on a grander
scale is very helpful for this age!

Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?
One disciplinary practice that this lesson aims to develop is communication with others and with the
teacher. The students will demonstrate communication when explaining to a partner what they created
with their playdough and how they can be respectful to themselves when using what they created. They
will also demonstrate communication when they line up in a line, introduce themselves and ask how the
other person is doing. They will even have a chance to communicate with the teacher who will be in the
line as well. Lastly, they will have a chance to engage in a discussion at the end of the school walk
activity where they can share their ideas or ways that we all can take care of and show respect to our
school. Another disciplinary practice that this lesson plan aims to develop is the fact that the students will
have the opportunity to get to know their fellow classmates on a personal level. They will get to learn
what their classmates do in the morning to get themselves ready for school. This will give them the
opportunity to relate to their fellow classmates. On top of this, they will get to learn about their classmates
when doing the “learning how to show respect for others” activity. Students will have the opportunity to
learn how their classmates’ day is going and how they are feeling that day. They will also have the chance
to ask them further questions to learn even more about each other!

The tasks or activities to be completed in this lesson plan clearly meet the learning objectives. Our main
objective is for students to be able to distinguish between the three different types of respect and for them
to be able to implement those three types of respect in the classroom and in their daily life. Our activities
in the lesson help the students to achieve their main learning objective. For instance, they will be learning
the difference between the three when they create the playdough model for how to respect themselves,
line up across from each other and model respect for others and during the silent scavenger hunt. They
will also learn how to distinguish between the three types and how to implement them in the classroom
and their daily life by class discussions after we complete each activity. Lastly, they will demonstrate
understanding of the content when reflecting and drawing pictures to represent the three levels of respect.
They will again engage in a class discussion about ideas or ways for the class to demonstrate each level of
respect through kind actions.

Assessment: Describe your assessment plan for the targeted learning objective(s). What specific
data/information will you use, and how will that data/information tell you that the students
have/have not met the objective?

Students will be able to explain how they can be respectful of themselves through their creation with
playdough of something that represents one way they can be kind to themselves. Students will explain
how they use that item to be kind to themselves to a partner and then to the whole class so that the teacher
can assess the student’s thinking. Students will also explain how they can be respectful to others.

Students will identify the three levels of respect exercised each day at school by helping with a class
drawing of a face (Self-Respect), two people (Respect for Others) and a School (Respect for School),
where next to each picture are student ideas for concrete ways to demonstrate each level of respect
through kind actions.
Students will demonstrate concrete methods for practicing self-respect, respect for others and respect
within the school with the playdough model, modeling positive communication with other students and
the silent scavenger hunt around the school.

Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)
● Key non-content vocabulary that is necessary to understand the task/activity

Respect: a feeling of admiration for someone or something because of their abilities, qualities or
achievements

Self-Respect: Respect starts with yourself! Being kind and respectful to your body and mind will
help you feel happy and be ready to show that same level of respect toward others when you
come to school. Ways to demonstrate self respect include eating breakfast, getting plenty of sleep,
coming prepared for school, etc.

Respect for Others: Think about how you treat others; when you respect them and show kindness,
they enjoy your company and want to spend more time with you!

Respect for School: Your behavior in our school can also show respect. The way you treat our
space, the things we use each day and even our balls during recess can all demonstrate kindness
for our community. You can also help keep the school clean, use school materials appropriately
and obey hallway rules.

Classroom Management Plan: Explain how you will motivate students to engage in the lesson,
how you will set and enforce expectations, and how you will ensure that transitions are smooth
and efficient.

We are going to motivate our students to engage in the lesson by starting with a class discussion
that involves getting to know one another. This is always exciting for the beginning of the year!
Before the lesson even begins, we would start with reading a book about respect to get students
thinking about what it means to them before we launch into our discussion. We will make our
expectations for the lesson very clear by enforcing the class rules that were made on the first day
of school. These rules incorporate being respectful so this will tie hand in hand with this lesson.
A lot of our lesson talks about respect for one’s self and respect for others which can help with
classroom management beyond the lesson as we can remind students of how they should be
acting in the classroom. We will make transitions smooth by making sure that we as student
teachers communicate and know which parts of the lesson we will be teaching so we do not
cause any confusion amongst ourselves. Transitions will also be smooth because we will set our
expectations for what the students are supposed to be doing during the transitions concise and
simple so they do not get confused as to what they are supposed to be doing during the transition.
Group control within the classroom will be maintained with the teacher acting as a facilitator
during group discussions and interacting one on one with student pairs during that time.

Vous aimerez peut-être aussi