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First Name Last Name Email Date

Isabel Choe 10/24/2016

Semester Year Grade Level/Subject Lesson Duration

1 2016 K/Health 8:45-9:30 am (45 minutes)

Oral Care for Bright Students

Lesson Overview
Briefly summarize your lesson plan in a few sentences
The lesson will teach the students how to properly brush their teeth. They will be to see what their teeth will look like if they don’t
brush. They will draw a picture of how to brush their teeth and write a sentence that corresponds to their picture.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central
focus and address essential understandings, concepts, and skills

(HCPS III) Standard 1: CORE CONCEPTS: Understand concepts related to health promotion and disease prevention.
- Benchmark HE.K-2.1.7: Describe the benefits associated with personal cleanliness
(Common Core) Writing: Text Types and Purposes: K.W.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

Personal cleanliness is a very important aspect of our lives. It is crucial that we start teaching children/students how to keep
themselves clean at an early age. This will allow them to start building sanitary habits while they are still young.
This lesson will teach the students how to properly brush their teeth and why it is important to brush their teeth.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

The students will know how to properly brush their teeth.

The students will know when they should brush their teeth (in the morning and at night).
The students will know why brushing their teeth is associated with personal cleanliness

Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative (informal) assessments applied
throughout the lesson and a summative assessment (formal) of what students’ learned by the end of the lesson (include any assessment
tools)

Formative Assessment

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 Students will be able to answer pre-assessment questions

 Students will be able to answer questions related to the tooth brushing process
 Students will brush an egg that has been soaked with Coca-Cola with a toothbrush and toothpaste

Summative Assessment
 Students will draw a picture corresponding to a step in the tooth brushing process
 Students will write one sentence that corresponds to the drawing

Checklist:
Student was able Student was able
to draw a picture to write a sentence
about brushing that corresponds to
their teeth their picture
1 J--e
2 S
3 N
4 R---r
5 J------n
6 J-ke
7 M-a
8 A----n
9 M----x
10 J-----a
11 Mi-
12 T
13 F
14 A---e
15 R--nn
16 A---n
17 K----a
18 P
19 L
20 K------e
21 R---n

Students’ Prior Academic Knowledge and Assets

The students’ content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support
learning

The students should have experience with brushing their teeth at home.
The students know how to draw a picture and write a sentence that corresponds with their picture

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional
supports to help students understand, develop, and use academic language.

(Cavity) Fillings: Fixes a tooth that has been damaged by decay back to its normal function and shape.

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Healthy: You are not sick or hurt in any way
I will write the vocabulary words that they might not know (the ones listed above) on the board. Then I will read what I wrote out
loud (one by one). Next, I will break down each definition so the students can understand them better.
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey
the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Teacher Will
1. If the students are at their desks, I will
bring them to the large group area by
asking them to clean up their desks and
come to the large group area.
Ask the students pre-assessment questions
1) Who brushes their teeth at home?
2) How many times a day should we
brush our teeth?
3) Why do you think we brush our teeth?
2. Show the students a short, grade appropriate
video (This Is The Way We Brush Our Teeth |
Nursery Rhymes | from LittleBabyBum!)
2. Ask inquiry questions about what the
students saw and heard in the video
- How many times a day should you brush
your teeth?
- When should you brush them? (Morning
and night)
- What are the different directions in which
you can brush your teeth?
4. Show students the eggs that were soaked in Coca-
Cola the night before and explain to them that this
will happen if they don’t brush their teeth regularly
5. Explain and model to the students how to care for
the egg (holding it gently so it won’t crack and not
dropping it so it won’t break)
Show the students an egg that cracked when I was
boiling it and relate it to a cavity
6. Explain and model to the students how to put the
toothpaste on the toothbrush and how to brush the
egg
7. Pass out the eggs, toothbrushes, and toothpaste
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Student Will
Listen to the question(s) and answer appropriately
- Who brushes their teeth at home?
- How many times a day should we brush
our teeth?
- Why do you think we brush our teeth?
Actively watch the video with their eyes and ears
Recall information from the video
- How many times a day should you brush
your teeth?
- When should you brush them? (Morning
and night)
- What are the different directions in which
you can brush your teeth?
Actively watch me show them the Coca-Cola
soaked egg and listen to me with their eyes and ears
when I explain to them why I soaked the eggs in
Coca-Cola
Actively watch me model to them how to care for
the eggs and listen to me with their eyes and ears
when I’m explaining how to care for the eggs
Actively listen to me explain how a crack in the egg
corresponds with a cavity
Actively watch me model how to put the toothpaste
on the toothbrush and how to brush the egg
Actively listen to me with their eyes and ears when I
explain how to put the toothpaste on the toothbrush
and how to brush the egg
Sit nicely in the large group area and show me that
they are ready to receive the materials, patiently
Lesson Plan Format Form
8. Send the students who show me that they’re
ready to their desks with their eggs and then allow
them to start the cleaning process
9. Walk around and observe. Assist students when
needed
10. Bring them back to the large group area by
telling the students to carefully bring their eggs to
the large group area and quickly share how much
they’ve cleaned
11. Collect the eggs
12. Go over the alphabet cards
Hand out writing/drawing worksheet and explain to
them what I expect (use their special black pen and
color when they finish)
13. Send them to their desks to draw and monitor
them
14. Bring them back to the large group area and
pass out the drawing worksheet
Tell the students to write the date, the title and
model it for them
15. Tell the students that they will go back to their
desks to write a sentence for their pictures and that I
will give them a time limit
Send them back to their desks by asking them to
show me who’s ready, and send the ready students
back to their desks to write their sentence(s) and
monitor them by walking around
16. Have them come to me in the large group area
when the time is up and hand me their work so I can
see what each student managed to finish
17. Have the students sit in the large group area so
we can do a quick showing of everybody’s work
18. Finish by reiterating why brushing their teeth is
good for them
- You brush your teeth so you can keep them
strong and healthy. Make sure you’re
brushing your teeth how many times a
day?
Good job working today guys!
Differentiation
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wait for the materials, and start the activity
Actively participate in the activity by going nicely
to their desks and being involved in the brushing
process
Ask for help if it’s needed
Actively participate in the activity by being
involved in the brushing process. Ask for help if
it’s needed
Carefully bring the eggs to the large group area
Actively watch and listen to me with their eyes and
ears
Bring their brushed eggs to me
Actively participate in going over the alphabet cards
Actively watch and listen to me with their eyes and
ears
Actively participate in the activity
Nicely come back to the large group area
Actively watch and listen to me with their eyes and
ears modeling how and where to write the date and
the title on their papers
Actively participate in the activity by writing the
date and the title
Actively listen to me giving them instructions
Actively participate in the activity by writing the
sentence that corresponds with their picture and
trying their best
Bring me their work to the large group area so I can
look over it
Nicely sit in the large group area and actively look
at the work that was done by their classmates
Actively listen to me reiterate why brushing their
teeth is good
Answer how many times a day they should brush
their teeth
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Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who
require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

ELL: Look up how to write/say the key words in their language

Accelerated: Add more detail(s) in their sentence(s) about their drawing/what they learned
Struggling: Do some extra modeling of the instructions and provide struggling students with extra to complete the tasks
504/IEP: We don’t have any who has a 504 or a IEP in my class but during whole group time, I would make sure that this student is
seated next to students who would be able to help him/her and not be too much of a distraction. During independent work time, I
would frequently check up on this student and assist if needed.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

YouTube video (This Is The Way We Brush Our Teeth | Nursery Rhymes | from LittleBabyBum!), toothbrushes, toothpaste, eggs,
Coca-Cola, writing/drawing paper

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Reflection

1. I would have tried to use only one or two attention getters. I also would have tried better/different
classroom management strategies. There were accelerated learners in the class I taught my lesson in,
so I should have provided them more challenging work. The one ELL/MLL my class had didn’t get
to participate in my lesson, but I would have differentiated more for her. I’m aware that there are
different types of learners (hands-on, visual, etc.) so I definitely could have catered more to these
types of learners.

2. Too many different attention getters could throw any student off. The students could get
overwhelmed if they got more than they could handle. Attention getters are needed because students
who are young tend to have a difficult time sitting for long periods of time. This means that these
students got distracted, which in turn would distract other students. If there were students who
struggle, getting distracted would only make them struggle more. There are many classroom
management strategies, and some may work better for certain students than others. Classroom
management strategies would also help me as a teacher. They would allow my lesson to flow more
smoothly, and they would allow me to better help my students. For example, I had some trouble
transitioning during my lesson. In “35 Classroom Management Strategies: Promoting Learning and
Building Community”, strategy #7 is: establishing routines and smooth transitions. Although my
mentor does have some kind of routine in her classroom, I didn’t handle it as well as I wanted to. If
I had planned better and told the students what I wanted, it would have made it easier for the
students. There was a student who continued to get up during my lesson to go back to her desk.
This took away precious seconds of instruction. According to Herrell and Jordan (2013), “If the
student is not ready to make good choices, tell him or her that you will have to make the choices for
a while. Give such students the opportunity to tell you when they are ready to make their own
choices” (p. 48). If I had done this, I wouldn’t have had to take away instructional time from the
other students. Also, it would have allowed the student to realize that her actions were unacceptable,
and she could be less of a distraction.

Herrell, Joradan, and Eby gave different teaching strategies that would probably be a big hit with
kindergarteners. One of these teaching strategies was storytelling and learning centers. The students
could do a turn and talk with a partner and share a story of a time they brushed their teeth. Then,
they could draw and write about what their partner shared with them. “Learning centers are stations
or areas of the classroom where students can go to do independent or group work” (Herrell, Jordan,
and Eby. p 170). Learning centers could be less chaotic and more educational than doing whole
group projects. Teachers would be able to set up writing/reading centers, math centers, art centers,
music centers, etc. This would allow students to experience a topic/subject in different way.
Learning centers would be a great way to target different types of learners in a classroom.

3. The next step would be to implement the changes that would better support student learning. The
changes made would have to match and cater to the students in your classroom. If not, it wouldn’t
work and would be a waste of time. Talks with other teachers, especially those who teach the same
grade as you, would be helpful. Read books and research what could help you improve instruction
to better support student learning. It could also be helpful if you had a class meeting to discuss what
changes might need to be made.

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Work Cited

Herrell, A.L., Jordan, M., & Eby, J.W. (2013). Teaching in the Elementary School: A Reflective
Action ApproachI (6th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Herell, A.L, & Jordan, M. (2007). 35 Classroom Management Strategies: Promoting, Learning, and Building
Community. Upper Saddle River, NJ: Pearson/Prentice Hall.

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