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.

Gender
Females
55%

Race

Hispanic 5%

African American 28%

Males 45%
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.

Gender
Male 72%
Female
28%

Primary Language
Arabic 22%
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_28463162769--,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.