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CENTRALCONNECTICUTSTATEUNIVERSITY

Lesson Plan Template


Please Attach Completed Lesson Plan Rubric and Self Assess
StudentTeacher_______MeganKellyandAshleyTetreault_____GradeLevel___3___Dateof
Lesson__April20,2015
ContentStandards/RelationshiptoStandards:Statetheappropriatecurriculumstandard(s)andhowthis
lessonalignswiththestandardsoutcomes.

STANDARDS
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
CT Social Studies Standard 1.1
Demonstrate an understanding of significant events and themes in United
States History.
For 3rd grade, students should be able to explain the significance of events
surrounding historical figures (e.g. George Washington, Abraham Lincoln,
Martin Luther King Jr.)
LearnerBackground:This

lesson comes after the initial two lessons in the unit


where students began to gather information on Abraham Lincoln through the
reading of Looking at Lincoln by Maira Kalman and by participating in a
Literature Circle where they readThe Life of Abraham Lincoln: An Illustrated
Timeline for Young Readers . Students discussed the facts about Lincolns
life that made him heroic and also learned important facts about his life.
This lesson will serve as a performance task in which they showcase their
prior learning.
SpecificLearningObjectives:MeetingtheNeedsofLearners
StudentLearningObjective(s):
Statetheintendedlearningoutcomeofthislesson.Besureitisobservableandincludes
clearcriteria.*NOTEcooperativelearninglessonsmustincludeasocialskillobjectivein
additiontotheacademicobjective.

Objective(s)formost/allstudents:

By the end of this lesson students will be able to


showcase their prior learning from the two previous
lessons in this unit by completing a performance task.

Modification/Accommodations
ofObjective(s)ifneededfor
strugglingand/oradvanced
groups

Students will report on a topic, Abraham Lincoln, with


appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace. This will
allow them to demonstrate their understanding of the
significance of events surrounding the life of Abraham
Lincoln and the reason he is considered and American
hero.
Assessment:MeetingtheNeedsof
Learners
Assessment:DescribehowyouwillaskthestudentstodemonstratemasteryoftheSLO.
Modifications/Accommodations
Attachacopyofanyassessmentmaterialsalongwiththeassessmentcriteria.
ofAssessment(ifneededfor
strugglingand/oradvanced
Assessmenttool(s)formost/allstudents:
groups)

Studentswillbeassessedthroughteacherobservationandthecompletion
oftwosentencesontheirLincolnhats.Theymustcompletethesentence
AbrahamLincolnisanAmericanHerobecauseTheymustinclude
relevantfactsanddetails.ThesecondsentencetheymycompleteisMy
heroisandstatewhy.Duringthepresentation,studentswillread
thesetwothingsontheirhats.Theymustspeakclearlyandatan
understandablepace.Thiswillbeassessedthroughobservation.

One student
with a learning
disability will
need a teacher
to be his scribe
to complete his
sentences on his
hat.

ClassroomLearningEnvironment:Citepositivestrategy(ies)thatwillbeutilizedtosupportstudentlearning
andincreasestudentengagementthroughoutthelessonbasedonyourevaluationfromprevious
lessons/observations. Include response strategies for off-task behavior and/or conflict. Provide detail for each
checked items (minimum of 4 checked strategies).

Classroom expectations of the cooperating teacher must be


adhered to. Also, students will be expected to follow the group expectations they
set for themselves when we began working together.
Standards of Behavior

Routines/Procedures:
Group Work:

Transitions:

x Student Engagement: Students will be engaged through a hands on art activity that
showcases all of their prior learning. They will also be able to make a selfconnection by completing, and sharing, a sentence about who their hero is and
why.
x Instructional Arrangement: Two teacher candidates will explore the co-teaching method.
This will be beneficial because it allows extra support for students who are
struggling to meet the objective.
x Diversity/Social Justice: Considering our placement in an inner city, struggling school, care will be taken
when working with students. It is understood that we will be working with English Language

Learners, students will learning disabilities, and students with diverse backgrounds. We will consider
this when trying to make learning relevant to the students. As always, we believe every child has the
ability to learn and we will see that we make the appropriate accommodations and modifications to
foster this learning.
InstructionalModel/Strategy:State the rationale for the chosen model(s). Explain how you will best
facilitate student learning through a specific model of instruction. You may check more than one.

Direct Instruction
Cooperative Learning specific strategy:
Inquiry
Concept formation/Concept Development:
Discussion: Before completing the

hat with their two sentences, students will take


part in a discussion highlighting all of their prior learning. They will be given time
to go through their folders and the texts again to clarify any misconceptions. We
will come together as a group and discuss these things.

Materials/Resources:
Meeting the Needs of All Learners
Materials/Resources:Materials/resourcesusedineachlearningactivityincluding
Modification/Accommodations
modificationsforindividualstudentsinordertofacilitatelearning
and/orDifferentiationof
resourcesifneededfor
strugglingoradvancedgroups
Materials/Resourcesformost/allstudents:
orstudentsidentifiedwith
Looking at Lincoln by Maira Kalman
specificneeds.
The Life of Abraham Lincoln: An Illustrated Timeline

for Young Readers: http://www.lincolnyoungreaders.com/index.html


Abraham Lincoln by Caroling Crosson Gilpin, I am
Abraham Lincoln by Brad Meltzer, Just in time
Abraham Lincoln by Patricia Polacco, and Lincoln
and Grace: Why Abraham Lincoln Grew a Beard by
Steve Metzger
Student folders
Pre-cut out Lincoln Hats
White pencils, crayons, etc to write on black hat
2 sentence strips:
1. Abraham Lincoln is an American Hero
because
2. My hero is __________________ because

*The website where


Abraham Lincoln: An
Illustrated Timeline for
Young Readers is found,
offers the timeline in
both English and
Spanish. ELL students
will be given the choice
between the two.

Initiation:MeetingtheNeedsofAllLearners
Modifications/Accommodations
~
Initiation Briefly describe how you will initiate the lesson by:
1) motivating learners to focus on expectations for learning and behaviors ("hook");
2) explaining:
a) what they will be doing and learning in the lesson;
b) how they will demonstrate learning;
c) why it is important.

Note specific modifications and


accommodations for students with
specific needs based on your
evaluation from previous lessons.
and./or

Initiation:

-Students will be told that they will be showcasing all of their hard work by
doing a presentation on why Abraham Lincoln is an American hero. They
will also be told that they are going to be doing an art project where they
make their own Lincoln hat. They will then be given some think time to
come up with why they think he is an American hero, based on all that we
have learned. They will then turn and talk to a partner about their ideas.
They will then given more think time to come up with who their hero is
and why. Again, they will turn and talk with a partner about their ideas.

Differentiation ~ Note specific


strategies to be employed during
lesson to address differentiated
learning needs (ex: learning styles,
modalities, interests, readiness, etc.)
based on your evaluation from
previous lessons.

LessonDevelopment:MeetingtheNeedsofAll
Learners
Modifications/Accommodations ~
Lesson Development
Note specific modifications and
Describe how you will develop the lesson;
accommodations for students with
what you will do to model or guide lesson;
specific needs based on your
what learning activities students will be engaged in to gain the key knowledge and
evaluation from previous lessons.
skills identified in the SLO.
and/or
Identify instructional models, types of groupings (whole class, small groups, pairs,
Differentiation ~ Note specific
individuals) you will use in each phase of instruction and what resources you will use
strategies to be employed during
in your lesson.
lesson to address differentiated

Presentation Prep (Art Activity):

Students will be presented the two sentence strips


they will be using to complete their art activity.
One sentence strip will say Abraham Lincoln is an
American Hero because
The 2nd sentence strip will say My hero is ___________
because
Students will then be given time to go through all
materials they have, plus a few additional books, to
find how to best complete the sentence about
Abraham Lincoln.
Once students have found their evidence on why
Lincoln is an American hero, they will be asked to
write the sentence on a piece of paper. The sentence
must include details to support the claim that they
have learned.
They will also be asked to complete the sentence
about who their hero is. This sentence must also be
descriptive and support their reasoning behind who
their hero is.
Next, they will be provided the pre-cut out Lincoln hat
and a white writing utensil to write their sentences.

learning needs (ex: learning styles,


modalities, interests, readiness, etc.)
based on your evaluation from
previous lessons.

*One child with


extreme learning
disabilities will need
guidance by one
teacher to find
evidence to complete
the Lincoln sentence.
He will need support in
coming up with details
to describe his hero as
well. Another
accommodation he
needs is for the
teacher to be his
scribe.
*This lesson naturally
supports
differentiation. The
use of sentence strips

The

On one said of the hat will be the sentence about


Lincoln, and the other side will be the sentence about
their hero. Students will be told to write in their best
handwriting because this is a part of their big
presentation.
presentation:
Students will present in an Assembly style. There
are 12 students in our group, so 5 students will stand,
4 students will sit in chairs in front of the standing
students, and 3 students will sit on the floor in front of
the sitting students. This creates the assembly feel.
Students will be given a number order in which they
will speak. This order is not the same as they are
seated or standing. Instead, the voice will bounce
around the small group, also giving the presentation
an assembly feeling. Students will practice this
order a great deal before presentation day.
When it is their turn, students will recite the sentence
about Abraham Lincoln. They must speak loudly in
their teacher voice and clearly. This will be the first
round of the assembly.
After all students have shared their sentence on
Abraham Lincoln, the order will restart and they will
share the sentence about their hero. Again, they will
be asked to speak loudly and clearly.
When the 2nd round of the assembly is done, students,
in unison, will put their Abraham Lincoln hats on and
take a bow.

Closure:

is one way that


exemplifies this. Also,
student learning has
been extremely
scaffolded. They have
had two previous
lessons about Lincoln
that provide them with
the evidence they
need to complete the
objective. Finally,
using the co-teaching
model supports
differentiation because
there are two teachers
there to guide and
support students.
*For the presentation,
teachers will discuss
how to speak loudly
and clearly in a
teacher voice.
Teachers will model
good presentation
practices and bad, so
that students see the
importance of speaking
in this way. Also,
because presentations
can cause anxiety for
students, teachers will
assure students that
this is normal and offer
suggestions on how to
cope with this anxiety.
Also, students will have
many opportunities to
rehearse their
presentation so when
they have to present
they are less stressed
and more confident
presenters.

Closure
Describe how you will enable the students to;

1. question and apply learning by reviewing lesson content


2. analyze by connecting this lesson to previous and subsequent learning
3. see relevancy by understanding purpose/importance of the learning
Closure:

Once students have left the stage, teachers will speak to the audience:
We would first like to thank you for allowing us to showcase all of the learning
we have accomplished in the last few weeks. We would also like to thank our
wonderful students in the group (turn towards students). You guys have worked
so very hard and have learned so much, all while having so much fun. (Turn
back to audience) We hope that by not only telling you why Abraham Lincoln is
an American hero, but also sharing who our heroes are, that you are able to
make a connection to that person in your life. Anybody can be your hero, but
remember, one day, you might be somebody elses hero.
-Play hero song Heroes (We could be) by Alesso
https://www.youtube.com/watch?v=fVEo74CwiG4

AshleyTetreault