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Teacher Candidate _Sherrie Taylor_____ Grade Level __1st _ Title Social Studies Littering
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 19 Students
Boys 11
Girls 8
William IEP speech and reading
Tryston IEP speech
Anthony IEP in progress for speech WIDA Level unknown (absent or late often)
Bladimir ESL WIDA 2.3
Angel ESL WIDA 1.6
Brandon ESL WIDA 1.4
Jaslene ESL WIDA 1.7
Jacob struggles with focusing and staying on task
Classroom environment: This classroom is set up with desks grouped together in 5 studnets. There are several tables
spread out through out the room for centers. At the front of the classroom is the white board and smart board together as
well as a bookshelf underneath with books for students to read. In the corner is the rug with the calendar and days of the
week where we gather as whole class for instruction and reading.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 2
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.

Objective 2
Identify and list responsibilities in the school and in the neighborhood.


Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in
discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service).

Content Walk-Away:
I will be able to say why we should not litter and I will pick up litter at recess.
Language Walk-Away:
I will be able to say why we should not litter.


Litter, trash
SIOP #1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students listening and answering questions

Content Walk-Away Evidence (Summative):

Check for students talking to each other about littering and observe them picking up

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

No modifications needed for

assessments for my ELL
students or IEP students

Language Walk-Away Evidence (Summative):

Check students writing on their pictures.



Activate/Building Background Knowledge
Boys and Girls I have a question for you? Have you ever seen trash on the floor? What about outside? Do you
know what it is called when someone throws trash on the ground?
Formative assessment:
Learning Goal

Success Criteria
Students raise their hands
Students answer questions

Assessment Strategy
Observe students answering
questions and participating

Modification/accommodations: (ELL, IEP, GATE, etc.)No modifications needed at this time

SIOP #7,8
Focus Lesson (I do it)
Display Walk Aways and talk about them. I will read a book about littering to the students. And introduce
vocabulary. I will have the students say the vocabulary words with me. I will ask the students Have any of you
littered? Have you seen someone else litter? Why is litter bad? And continue with discussion about these

Formative Assessment:
Learning Goal
Listening to story
Vocabulary words

Success Criteria
Listening to story
Say vocabulary words
Answering questions

Assessment Strategy
Observe students listening to
Observe and listen to students say
the vocabulary words
Observe and listen to students
respond to the questions.

Jaycob already sits close to me so he can focus. Make sure I see Tryston and Anthony and William saying the
vocabulary words.
SIOP #1,2,9,22
Guided ,Instruction (We do it)
On the white board I will create a graphic organizer about what we can say to someone that has littered. Then
I will ask the students to give me some ideas on what we can say to someone else about littering. While Im
doing this I will start to walk around and drop trash on the floor to help the students think of things to say to
me since I will be littering.
Formative Assessment:
Learning Goal

Success Criteria
Say what to say to someone that is

Assessment Strategy
Observe students and listen to
them as they say their ideas.

Clarify as my students say words for me to make sure my ELL students understand all the words that we are
putting up on the board.
Also call on Tryston, Anthony, and William so they can practice speaking.
SIOP # 4,18, 22,5,6,17,12

Collaborative/Cooperative (You do it together)

Boys and girls now I want you to turn to your neighbor and tell them what you would say to someone if they
were littering. Also at the end of the lesson I will have students share their pictures by using stand up, hand
up, pair up and share their pictures with other students.
Formative Assessment:
Learning Goal
Tell partners what they would say
to someone if they were littering.
Share pictures

Success Criteria

Assessment Strategy

Tell partners what they would say

to the someone if they were
Share pictures

Listen and observe students

talking to each other and sharing
their pictures.

No modifications or accommodations are needed.
SIOP # 4,6,16,17,22, 12
Independent (You do it alone)
Boys and Girls now we are going to create a picture of a litter bug then we are going to write in the bubble
what we want to say to someone that is littering. I will show students first and I will also refer to our graphic
organizer on the board for students to use to write in their bubble.
Then tell my students that during lunch I want them to all pick up one piece of trash outside on the
playground and I will bring the trash can out when they line up. This will go back to We do it together as I
will lead a small discussion about the trash outside on the playground that the students saw.
SIOP #20,21,22, 12
Summative Assessment:
Look at students pictures and writing. Watch as students put a piece of trash in the trash can as we go inside.
SIOP # 30
Walk around to ELL students and make sure they are doing ok with writing. Help them as needed especially
Brandon and Jaslene.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Who can tell me what litter is? Review vocabulary words.
Turn to your elbow partner and tell them what you would say if you saw them littering.

SIOP # 27,28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
SIOP 19 is not needed as all students understand and L1 is not required to clarify.


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set

to improve my practice and student learning?