Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Elizabeth Bails

School: Lutz
Grade and Subject Area(s): 13th (ages 22-26) and life skills
Lesson Title: Friendship Circle and Responsibility
Time Needed for Lesson: 25-30 minutes
1. LEARNERS & LEARNING ENVIRONMENT
a) Engaging and Supporting Diverse Learners:
Demographics:
When looking at the demographics of my students, I looked at many different characteristics such as
gender, race, linguistic background, and special education status. I have provided multiple pie charts
below to depict the approximate percentages in these specific categories. Also, the linguistic
background of the students in the class is 100% speak English as their first language and 1 student or
about 5% of the class speak Spanish as their second language.

Race

Gender
Females
55%
Males 45%

Hispanic
5%

African
American
28%
Caucasian
67%

Special Education
Status
AI 5%
Mild CI 28%
Moderate CI
67%

Note: Since this lesson is preparing us to work with Ms. Adrienne's class, I have included some of the
demographics for her class below.

Primary Language

Gender

Male 72%

Arabic 22%

Female 28%

English 78%

Students' Strengths
So far in my experience in the classroom, it seems that many of the students do very well when we are
using real life representations and make the lesson something that the student can relate to. Our
students already take on large roles of responsibility including, escorting students to the bus, working at
multiple job sites, and helping out in other classes when needed.

Students' Needs
The students in the classroom are very capable of taking on responsibility when it comes to having a
peer pal in Ms. Adrienne's class. We will be going to the Friendship Circle with our peer pals and our
students will show Ms. Adrienne's class around. Some of our students have not been to the Friendship
Circle in a while and will need a refresher on the shops that are available in Life Town, as well as what
they will be responsible for (ex: their money and being able to get around Life Town).
b) Universal Design for Learning:
The classroom will be arranged in a way that resembles a town, so that students can prepare themselves
for going to Life Town. There will be tables with signs and pictures that will be little "shops".
c) Materials & Digital Tools Needed:

Store signs

Objects to have in shops (ex: popcorn for the movie theatre, nail polish for the salon, etc.)

Prices on the objects or a sign that lists the prices at each shop

Fake money

2. OUTCOMES & ASSESSMENT

a) Learning Outcomes, Content, Skills, and Thinking ToolsKnowledge Students Will Construct as
They Engage in This Lesson: Students will be able to:
State Standards:
R.WS.03.EG04 Recognize words in the environment, such as
-exit signs
-names on buses
-the school

and begin to recognize a few of the 220 Dolch basic sight vocabulary automatically.
(I used this 3rd grade Extended Grade Level Content Expectation standard because there are not any
standards for the grade of students that I am teaching. This standard applies to the lesson and the
lesson can help students when reading signs in the community.)
Student Outcomes:
As a result of all the activities in this lesson and further practice at the Friendship Circle and in the
community, the students should be able to keep track of their money, navigate in the community with
the use of signs, as well as be able to show a friend around. This will all be after the students have had
multiple opportunities to get to know their surroundings/certain place in the community .
b) Assessment and EvaluationEvidence of Student Learning:
Teacher will conduct an informal assessment when the students are role playing in the "community"
that teacher will transform classroom into. Teacher will walk around the classroom and observe the
students role playing. One student will be the Community Prep student and the other student will be the
peer pal from Ms. Adrienne's class.
Note: Prior to this lesson, a formal assessment on classroom signs was given to each student. The
students are practicing these specific 20 community signs and will be formally assessed again in
February.
3. INSTRUCTIONAL PRACTICE
a) IntroductionEngaging Students, Activating Prior Knowledge, Setting Lesson Goals:
Teacher will ask the students to think about a time when they visited a place (store, mall, doctor's office,
etc.) that they have never been in before.

Who were you with?

Where were you going?

How did you know how to get there?

How did you feel?

What did you bring with you?

b) Instructional MovesEngaging Students in Actively Constructing Deep Understanding

Teacher will talk about the trip to the Friendship Circle next week in which the class will go with their
peer pals from Ms. Adrienne's class. Teacher will remind students that this may be Ms. Adrienne's class'
first time at the Friendship Circle.
Next, each student will be paired up with a partner to role play what it will be like at the Friendship
Circle. One student will be the Community Prep student and the other will be the peer pal from Ms.
Adrienne's class. They will have 10 minutes to navigate the "shops" in the class room and assist their
peer pals.
This can include, but is not limited to:

Helping count money

Assist in reading signs

Explaining what you can do/buy in each shop

Note: some of the students in our classroom have trouble with reading and are more than welcome to
ask for help at any time. There will be pictures on the signs as well to best show how shops are set up on
the community. For example, when going to a pet store there may be a sign that says "Pet Supplies
Plus", but there will most likely be a picture of a cat, dog, or other animals on some part of the building.

c) ClosureStudents Summarizing and Synthesizing Their Learning:

For closure to this lesson, teacher will ask the students what it means for them to be responsible when
at the Friendship Circle with their peer pals. Teacher will write responses on the board.
Examples:

Being a friend

Showing around my peer pal

Keeping track of my money and helping my peer pal

Staying with my peer pal at all times

Help my peer pal read signs on the stores

4. REFERENCES & RESOURCES:

http://www.michigan.gov/mde/0,4615,7-140-22709_28463-162769--,00.htmlwww.corestandards.org
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection:
When reflecting on the lesson as well as my planning for this lesson, I realized that I was trying
to fit too much into one lesson. There was so much that I could teach about responsibility and the
Friendship Circle that I kept adding in more ideas to my lesson. I wanted to have the students role play
having a peer pal and be able to show them around the "stores" in our classroom, as well as practice
money skills, practice reading signs and many other skills. I realized I was over thinking my lesson and
read back over my lesson plan and decided to keep it to more of a role play of visiting shops with their
peer pal and talking about what it means to be a peer pal.
In conclusion, I believe this worked out very well and the students were very engaged. They also
showed their excitement for the Friendship Circle visit that we will be doing next week.