SETON HILL UNIVERSITY

Lesson Plan Template Abridged

TOPIC DETAILS
Name Tessa Swiger
Subject Social Skills/ELA
Grade Level Students ages 16-21
Date/Duration 5/26/16
Standards/ anchors/ Alternate Academic Standard:
competencies
1.1.3 E Acquire a reading vocabulary by identifying and correctly
PA/Common
Core/Standards using words.
(Plus any others as 1.1.3.F Understand the meaning of and use correctly new vocabulary
may be required)
learned in various subject areas.
Formative- completing handouts given by instructor, fill in blanks
Formative AND/OR about self esteem
Summative Summative- Identifying which student certain words describe
Assessment Evidence while inserting word into a song
Objectives After given a descriptive word, student will verbally or physically
A-B-C-D identify another classmate in which the word describes in at least
two out of three trials.
Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Pre-Planning
RATIONALE for the
Learning Plan DETAILS
Introduction Activating Prior Knowledge
-Ask students what their understanding in previous discussions on self
esteem and what it means to them.
Hook/Lead-In/Anticipatory Set
-After defining the word, teacher will open up with the song God is
Good all the time that students have sung in previous music
classes.
Explicit Instructions Big Idea Statement
Big Ideas Why is self esteem important?
Essential Questions
Essential Questions What are ways we can build up our self esteem? How can we build others
up?
Key Vocabulary
Self esteem
Lesson Procedure Pre-Assessment of Students
Must include Students will write using their handouts what activities they are good at
adaptations & doing. Aides will assist students in writing if necessary.
accommodations for
students with special Modeling of the Concept
needs Then, teacher will discuss song with students. Students will then as
a group re write the song to describe their classmates. A word is
Accommodations, chosen from a bag and students will take turns describing a peer.
Modifications Students will define and describe a time their peer was this word.
Teacher will visually or verbally prompt students if needed.
Transition
After a peer is chosen, the group will insert the name of that peer into the
song along with that word. Time permitting, rewrite second line of song to
better describe the peer.

Guiding the Practice

We will then sing the verse using the students name and word as a group.
This cycle will continue until all students have at least one word to
describe them.

Providing the Independent Practice

Then, students will write what words their peers chose from them on
second half of worksheet. Students will then describe a time when they
have felt this way or something they have done that proves that they are
that word.

Adaptations/Accommodations for Students with Special Needs

Verbal and physical prompting
Hand over hand assistance
iPad to communicate (Touch Chat HD app)

Materials iPad, handouts, guitar, lyric sheets,pencils

(reading, technology,
equipment, supplies,
etc.)
Closure Summary & Review of the Learning
Students will then review the term self esteem, do they feel that theirs has
been heightened or lowered after this activity, and what are good things
or acts they can do to make their self esteem go up.
Homework/Assignments

Other(This area is
to be determined by
instructor OR student
as needed)
Supervising teacher
comments and
signature

Teacher
Self-reflection
What worked?
What would
you change?