DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE (4/30/12) Teacher Candidate _____Kristy Walker_____________________________________ Grade

e Level __3rd______ Title __Nutrition/ Health___________________________ CONTEXTUAL FACTORS (classroom factors) (classroom factors) **Names have been changed to protect student privacy. Contextual Factors: 20students: 11 boys and 9 girls. Student 1: Severe Sp.Ed. student who is pulled out most of the day. He will not participate in class. He is very defiant. He loves to draw-2 IEPs for reading, writing and math. Student 2- ADD, Bipolar, takes medication for headaches and is blind in his right eye. He is below grade level in reading, writing, and math. Girl 1- ADHD, loves attention, well behaved, but behind academically 2 students who have behavior problemsStudent 3 and Boy 1 Student 3 is often off task and on the floor. He lacks motivation and engagement. He has trouble with writing. He is doing well academically, but he has a hard time staying on task. Boy 1 is disrespectful to his teachers. He has a hard time following class and school rules. He is often bored and lacks motivation to learn. 2 ELL- Girl 2 WIDA level 4, Student 4 WIDA level 3 (Speaks, reads, and writes in English but needs extra support with vocabulary and comprehension). Student 5- 1 student who may be gifted. She makes very insightful comments and generates high-level questions that expand beyond the realm of the third grade curriculum. Classroom environment: Students are sat groups of four. There are three computers for student use. There is a smart board, an Elmo, a white board, and clickers available. There are two small tables for small groups.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan): Nutrition and Fitness Standard 6: The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness. Objective 1: Compare personal eating habits with a balanced diet Speaking and Listening Standard 2:

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Content Walk-Away: I will learn that a healthy diet and exercise will keep my body and my mind healthy. Language Walk-Away: I will figure out the main idea of a book read aloud to me, and I will talk and write about the main ideas.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? ) (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): Ask questions during read aloud to see if students know the difference between healthy and unhealthy. Ask students to share with a partner why we should eat healthy, and listen in to check for understanding. Ask student what clues in the story can lead us to the main idea or theme of the story. Content Walk-Away Evidence (Summative): Students writing will demonstrate knowledge of how to improve ones diet to make it more balanced. Language Walk-Away Evidence (Summative): Students writing will show their understanding of the main idea of the text with supporting evidence.

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

Leveled Questions (formative assessment): Student 5- Why should we eat healthy foods? What happens if we eat too much junk food? Student 2- Can you give me an example of a healthy desert? Make sure Student 4 has the chance to verbalize and internalize. Ask Student 4 to explain what he would see on a healthy plate, and what he would see on an unhealthy plate to visualize. Ask Student 3 if he will show us how someone would feel after they eat a whole bunch of Junk food and how someone would feel if they ate a healthy meal. Student 1- Have his aid sit with him during think-pair-share to try to get him to talk. Summative Assessment: Student 5- Ask Student 5 to write a persuasive paper trying to convince everyone to eat healthy. Student 2- Let Student 2 use a copy of the book while he writes his assessment. Student 4- Give Student 4 vocabulary cards and ask him to use each vocabulary word at least once in his writing. Also, provide a copy of the text for Student 4 while he does the writing assessment. Student 3-Ask Student 3 to write me a bulleted list instead of writing the paragraph.

Student 1- Ask him to draw a healthy meal on one paper plate, and an unhealthy meal on the other and compare the two.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief description for
each. Do not simply list SIOP 4,5,12, etc. (ELL, IEP, GATE, etc.). Note: Provide a brief description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Have students gathered in the front of the classroom sitting on the floor. Ask students to think about what they ate for breakfast. Ask students to share with their neighbor everything they have eaten today. Now, ask students to think about if what they have eaten is healthy or not? (SIOP 7) You have learned that candy and junk food is not healthy and fresh fruits and vegetables are healthy, and today we are going to learn how the foods we eat can affect our bodies and minds. (SIOP 8) (3 min) Formative assessment: Listen in to see that everyone has a chance to share what they had for breakfast. Listen for understanding of what is healthy. Modification/accommodations: Be partners with Student 1 and try to get him to share what he ate. Focus Lesson ("I do it") Tell students, Today we are going to learn that eating good foods and exercising will help us to have healthy bodies and minds. Eating healthy helps us to feel good. Lets read our goals for this lesson together: Today, I will learn that a healthy diet and exercise will keep my body and my mind healthy. Also, I will be reading a story to you, and you will have to figure out what the main ideas are. Lets read our other goal for this lesson together: I will figure out about the main ideas of a book read aloud to me, and I will talk and write about the main ideas. (SIOP 1 & 2) Introduce Key Vocabulary Healthy- being free from sickness, well, fit or Having to do with a good mind and body Junk Food- Snack foods that do not give the body many nutrients Main Ideas- The theme- The most important parts of the

Sit Student 2 in the front so he will be able to see during the reading. SIOP 7-Concepts linked to background experiences.

SIOP 8- Links to past learning

IEP-Be close to Student 2 to keep him on task, and be partners with Student 1 to get him to interact. Student 4- Give Student 4 Cloze notes to fill in as we read so he knows specifically what information to listen for. Student 3- Give Close notes to Student 3 as well so he can stay focused on listening for the information to fill in the blanks. SIOP 1 & 2- Content and Language

story Diet- What people eat or drink Balanced diet- Getting all the nutrients you need by eating a mixture of foods. Make sure students repeat the vocabulary words (SIOP 9) Introduce book. Tell students that they will be discussing and writing about the book, so they need to pay close attention to the story. Start reading Janey Junkfoods Fresh Adventure. Stop on page 8, and pass out baggies of pre-measured sugar to show how much sugar is in a soda pop and a pie. (SIOP 4) Finish reading the story. (25 min) Formative Assessment: Watch for student engagement. Make sure students are listening to the story. Modification/accommodations: Keep Student 2 close by so he can see. Keep Boy 1 and Student 3 separated. Guided Instruction ("We do it") Have the students go back to their desks and tell them, Ok students now I want to discuss as a class what we learned from this book. Can anyone tell me what the main idea is? (Give thinking time!) (SIOP 18) Ask students to think of examples in the book that supports their main idea. Look for evidence in the book to support the main idea. Ask leveled questions such as: Lower --Janey and Toby were best friends, but they had one thing that made them very different. Can anyone tell me what that one thing is? --What was happening to Janey when she was drinking a soda and eating an apple pie for breakfast? --How did Toby help Janey? --Did Janey get what she wanted? --Did Tobey get what she wanted? Higher --What is the main idea in the story? --How do you know its the main idea? --What happened in the story to make you think that? (SIOP 5) (Remember to give wait time!) Guide student thinking--we need to eat healthy and exercise to do our best, or eating foods that are good for us help us to keep our bodies and minds healthy. (SIOP 16) (10 min) Formative Assessment: Are students participating? Do students understand what the main idea of the story is? Are students able to answer questions and think of supporting evidence from the story? Modification/accommodations:

Objective SIOP 9- Key vocabulary Student 4- Have pictures with the vocabulary words for a visual for ELL.

SIOP 4- Supplementary Materials

IEP-Student 2 close by so he can see Keep Boy 1 and Student 3 separated during story. Strategically pair Student 3 up with Belle to help him stay on task.

SIOP 18- Give sufficient wait time Student 4-Specifically give more wait time for Student 4.

SIOP 16-Opportunities for interaction Specifically ask Student 5What different solutions would you offer to Janey to help her? What do you think would happen to Janey if she never met Toby?

Give extra wait time for Student 2, Rachelle, and Student 1.

IEP & ELL- Give wait time

Collaborative/Cooperative ("You do it together") Introduce my plate and go over diet recommendations. Ok class now I am going to pair you up to discuss the last meal you had. (SIOP 17) I want you to look at the MyPlate poster and think about ways that you could improve your diet. Remember you need a balanced diet to get all the important nutrients that your body and mind need. Now, we are going to round robin. Each person will get 1 minute to talk about ways you can make your diet more balanced. The person with the longest hair starts. Ready, set, ways you could make your diet more balanced, go! (SIOP 6) After 1 minute tell students to switch now it is the other persons turn to talk about ways they could make their diet more balanced (7 min) Formative Assessment: Walk around the classroom and give more prompts to students who are stuck. Listen in for understanding of a balanced diet. Modification/accommodations: Have Leslie be Student 1s partner Pair up Student 3 with Belle, and Boy 1 with Abril Independent ("You do it alone") Now I have a few questions for you to answer on this sheet of paper. We have discussed everything on this paper. Do your best work. I will read these questions aloud for you but please dont share answers with your neighbor. (5 min) Formative/Summative Assessment: Quiz is attached for summative assessment Check for understanding of the books main idea, and supporting evidence, as well as ways to make a diet healthier. Check students self-assessment. Modification/accommodations: Read the quiz aloud to the class for IEP and ELL students.
Student 5- Ask Student 5 to write a persuasive paper trying to convince everyone to eat healthy. Student 2- Let Student 1 use a copy of the book while he writes his assessment. Student 4- Give Student 4 vocabulary cards and ask him to use each vocabulary word at least once in his writing. Also, provide a copy of the text for Student 4 while he does the writing assessment. Student 3-Ask Student 3 to write me a bulleted list instead of writing the paragraph. Student 1-Ask Student 1 to draw a healthy meal on one paper plate, and an unhealthy meal on the other and compare the two.

SIOP 5- adaptation of content- leveled questions

SIOP 17- Grouping Configurations Boy 1 with Abril, and Student 3 with Belle and Student 1 with Leslie
Student 1- Have his aid sit with him during think-pair-share to try to get him to talk

SIOP 6- Meaningful Activities

Student 1- Ask Student 1 to draw me a healthy, balanced meal on a paper plate instead of writing.

IEP & ELL- Read quiz aloud to the class.

(SIOP 5) Comprehensible review of content and vocabulary

Make the font bigger on Student 2s writing prompt. Also, space out the lines more so he has more room to write. Student 4- Let Student 4 work on the writing assessment longer if needed.

Class lets re-read our goals for todays lesson to see if we accomplished our goal. Read aloud with me: Content Walk-Away- I will learn that a healthy diet and exercise will keep my body and my mind healthy. Give me a thumbs up if you think we learned that Language Walk-Away-I will figure out the main ideas of a book read aloud to me, and I will talk and write about the main ideas. Give me a thumbs up if you did that Lets review our vocabulary words together: Healthy- being free from sickness, well, fit or Having to do with a good mind and body Junk Food- Snack foods that do not give the body many nutrients Main Ideas- The theme- The most important parts of the story Diet- What people eat or drink Balanced diet- Getting all the nutrients you need by eating a mixture of foods. (SIOP 27 & 28) (5 min) Formative/Summative Assessment: Check for thumbs up. Address anyone who did not have thumbs up to see if there was a problem Modification/accommodations: None needed Summarization We learned so much today about keeping our bodies and minds healthy. We know that we need to keep a balanced diet in order to be healthy. We also know that we need to avoid junk food as much as we can. You all did great in finding the main idea in Janey Junkfoods Fresh Adventure! Well done class! Thank you all for making this a successful lesson. (2 min)

SIOP 5- Adaptation of Content

SIOP 27 & 28 Review content concepts and key vocabulary

NOTES TO TEACHER

What do I need to remember to do? Pre measure out 10 Teaspoons of sugar for soda pop, 11 teaspoons for pie, and 21 for total breakfast Print Vocabulary cards to display on the board. Print Content and Language objectives Materials to have ready? Sugar, plastic baggies Vocabulary and Objectives cards My plate poster Approximate time needed for lesson? 60 minutes

Name___________________________________________________________________________ Color in the smiley face if the sentence is TRUE

Question #1

Question #2

Question #3

I wrote down the main idea. I used complete sentences. My handwriting is neat. I gave two examples from the story that support my main idea. I used complete sentences. My handwriting is neat. I wrote down three ways I can improve my diet. I used complete sentences. My handwriting is neat
Total # of colored smiley faces:_____________

Name___________________________________________________________________________ Color in the smiley face if the sentence is TRUE

Question #1

Question #2

Question #3

I wrote down the main idea. I used complete sentences. My handwriting is neat. I gave two examples from the story that support my main idea. I used complete sentences. My handwriting is neat. I wrote down three ways I can improve my diet. I used complete sentences. My handwriting is neat
Total # of colored smiley faces:_____________