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Teacher Education Lesson Plan Format



Lesson Title/Topic: George Washington Book & Presidents Day Booklet

Standards:
Reading: K.10 The student will demonstrate comprehension of nonfiction texts. a)
use pictures to identify topic and make predictions.
Writing: K.12. The student will write to communicate ideas for a variety of purposes.
b) draw pictures and/or use letters and phonetically spelled words to write about
experiences.
History: K.1(a) The student will recognize that history describes events and people
of other times and places by identifying examples of past events in legends, stories,
and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross,
and Abraham Lincoln.

Specific Observable Objective(s):
1. I can predict what a book will be about.
2. I can read George Washingtons name in a booklet.

Essential Vocabulary:
-President: the head of the country (United States)
-Predict: to guess
-Arithmetic: another word for math
-Surveying: to measure land

Assessment: I will assess the students using formative assessment by asking
questions during the lesson and listening to their responses. I will use observation
to collect mental summative information by looking through the students booklets
to see who was able to write 1st in the blank that says George Washington was
the ___ president. I will also walk around the classroom and ask students to read
the sentence to me and record the data in the checklist below.

Student Considerations: While reading the book to the students, I will use a loud
voice for any students who have trouble hearing or paying attention. For students
with visual troubles, I will sit on the floor in front of the carpet so that I am at their
eye-level. For all students, I will use modeling before having them complete the
activity. I will show them what they are expected to do and in what order. For
students with motor disabilities, I will help them to cut out the shapes on the paper.

Instructional Resources, Materials, and Technology:
-George Washingtons Life: Picture Book, Presidents Day Booklet, crayons, scissors,
markers, pencils, glue, coffee filters, SmartBoard, doc-cam




PROCEDURES:

Learning Environment: During the read aloud, the students will be sitting on their
assigned letter/number on the carpet in front of the SmartBoard. This is an open
space towards the middle of the classroom where they have morning meeting and
many other lessons throughout the day. For the writing portion of the activity, the
students will be at their group tables.

Personnel in the Classroom: During the lesson, the only other adult in the
classroom will be Mrs. Bailey, the lead teacher. She will sit nearby at her desk to
observe, but will only assist with the children as needed.

The Beginning: 12:00
This activity will start by having all of the students sit on their assigned spot on the
circle rug. I will read the book George Washingtons Life: A Picture Book to the class.
Before reading the book, I will ask the students if they can tell me who is the man on
the front page of the book (GW). They have learned a lot about him and Abraham
Lincoln in the past, so the majority of the class will be able to state his name. I will
engage the students by asking questions that they have some previous knowledge of
and some questions that they may not know the answer to so that they are more
interested in listening and learning. After reading the book, I will tell the students
that we will be creating a picture of George Washingtons face.

The Middle: 12:10
I will review the Presidents Day booklet to the class. I will read the bottom sentence
to the students about George Washington as a model. We will then begin cutting out
the hat and face and glue them down to the first page. After they have glued down
the face and hat, they will color and decorate with coffee filters for his collar and
crayons for the rest of the face.
Dialogue:
Okay class, were going to turn to the next page of our Presidents Day Booklet
Help me read this sentence across the bottom and point to the words as you read
them
Lets cut out a hat and a face for George Washington

The End: 12:20
To wrap up this assignment, I will put my own example on the doc-cam and we will
read the sentence at the bottom of the page together George Washington was the
1st president. I will also review other facts about him learned previously such as:
where he was born, who he was married to, and what house he lived in (Mount
Vernon House).

Student 1) I can predict what a book
Name: will be about. 2) I can read George Washingtons
name in a booklet.
AB

AI

AL

CA Absent Absent

DA

EL Absent Absent

GR

IA

JA

JN

KI Absent Absent

MA Absent Absent

QN

TY Absent Absent

SA Absent Absent

ZE
= Successfully met objective

Teacher Reflection on Practice (following the lesson):
1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not master
your objectives. Use formative assessment data to support your claims regarding
the portion of students who did and did not master the learning objective(s).
-I used the checklist above to collect data about who did and did not meet the
objectives. I walked around the classroom while they were decorating and asked
each of them to read the sentence at the bottom of the page back to me.

2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)
-I feel comfortable going ahead as planned after this lesson. The booklet includes
pages about various people, animals, and concepts about history relating to
Presidents Day. So the next lesson will go on to learning about Betsy Ross.
3. If you have to teach this lesson again, what might you do the same and what
might you do differently?
-If I did this lesson again, I would cut out and glue my own example while the
children were still at the carpet in front of the SmartBoard instead of sending them
back to their desk to see the example. I think this would have kept them more
focused and engaged by limiting their distractions.