Molloy College

Division of Education

Lesson Plan

Student____Allison Fleming____________ Professor__Dr. Esposito________

Course EDU_____5230_______________ Date____November 29th, 2018__________
Grade__1__Topic___Fall____ Content Area____ELA_______

Fall unit website: ​https://allisonamandajennlauren.weebly.com/

INSTRUCTIONAL OBJECTIVES

After listening to song “​Autumn leaves are falling down” and hearing​ the stories ​It’s Fall!​ by
Linda Glaser and ​How Do You Know It’s Fall?​ by Allan Fowler and having a discussion with
the teacher and their peers, the students will write a paragraph and be able to write an opinion
about fall, giving two or more reasons to support their opinion, and with an accuracy of at least a
15 out of 20 on a teacher created rubric.

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© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 NYS STANDARDS AND INDICATORS

Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)
1w1: Write an opinion on a topic or personal experience, give two or more reasons to support
that opinion.
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Indicator:​ This will be evident when the students are able to write a paragraph on google
forms or in their marble notebook about their opinion on fall and give at least two reasons why
they like or dislike fall.
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Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)
1SL1: Participate in collaboration conversations with diverse peers and adults (e.g., in small and
large groups and during play).
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Indicator:​ This will be evident when students partake in a discussion about fall with
their peers and the teacher where they identify characteristics of the fall season as well as
activities one does in the fall season.
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© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL RESOURCES

- Song on YouTube played off computer through a smartboard: “​Autumn leaves are falling
down” by the Learning Station (​https://www.youtube.com/watch?v=fc9J7oLB-jU​)
- Books on Computer, played through smartboard, using YouTube.com: ​It’s Fall!​ by Linda
Glaser ​(​https://www.youtube.com/watch?v=dGZFWv5BV_E​) and ​How Do You Know
It’s Fall?​ by Allan Fowler (​https://www.youtube.com/watch?v=AQGjgbydSig​)
- Smartboard
- Marble Notebook
- Google Forms on chromebook or IPad
- Pencils
- Crayons
- Flipgrid App on IPad or chromebook
- Graphic Organizer (popplet.com) on IPad or chromebook
- Teacher Created Rubric using Rubistar.4teachers.org
- Google Translate (translate.google.com) on IPad or chromebook
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MOTIVATION

The motivation will be listening to the song and watching the videos of the stories being read.
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© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES

1. Students will listen to the song “Autumn Leaves Are Falling Down” on smartboard from
YouTube website which will be played off the computer.
2. Children will listen to and watch the two stories, ​It’s Fall!​ by Linda Glaser and ​How Do
You Know It’s Fall?​ by Allan Fowler on smartboard from YouTube website which will
be played off the computer.
3. Children will then do a Think-Pair-Share with their classmates and discuss what went on
in the stories as well as the song. (​What did the people do in the stories? What did the
animals do? What did you noticed that happened to the environment? What kind of
clothes do the people wear in the fall? What did the song discuss?)
4. Students will have discussion with the teacher and talk about what happens during the fall
season as well as discuss some activities that occur during the fall season. As the children
brainstorm and respond, the teacher will write down their answers onto the smartboard
for all to see. (​What are some activities you can do in the fall? What do you do with your
parents during the fall season? What sports do you play during the fall?)
5. Teacher will then instruct the students to choose whether they like or dislike the fall
season. Teacher will prompt the students by writing “I like fall because…” or “I dislike
fall because…” on the smartboard.
6. Teacher will then ask the students to choose to either write a paragraph manually or go
to google forms and type a paragraph giving two reasons that were previously discussed
with their peers and the class and that are found on the smartboard as to why they dislike
or like the fall season (​Why do you like the fall season? Why do you dislike the fall
season? What goes on during the fall that makes you not like it? What do you do in the
fall that makes you like it? What are some characteristics of the fall season? What are
some reasons that you can choose from the smartboard that make you like or dislike
fall?)
7. Students will then record their paragraphs and responses onto the Flipgrid app’s
discussion forum.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 8. To close the lesson, the teacher will bring the students back to their seats and discuss with
the students the various reasons why they chose to either like or dislike the fall season.
(​Exit Ticket: Which one of the readings we did in class today was most helpful during the
lesson?)

INSTRUCTIONAL STRATEGIES

Strategy
Think-Pair-Share
Indicator:​ This will be evident when the students get into pairs and discuss what they saw
in the song and the two videos of the stories being read.

Strategy
Discussion
Indicator:​ This will be evident when the students have a class discussion with their peers
and teacher and discuss the characteristics of the fall season as well as discuss what activities one
does in the fall season.
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ADAPTATIONS

The student who has dyslexia can draw pictures to represent their feelings of the fall in their
marble notebook instead of writing full sentences in their marble notebook or typing out full
sentences onto the google form.

The student who has dyslexia can use popplet.com on their IPad or chromebook to create a
graphic organizer to organize their ideas before writing the paragraph or typing the paragraph
onto the google form.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
The student who is an EL can also draw pictures to represent their feelings of fall instead of
writing a paragraph or typing out full sentences onto the google form.

The student who is an EL can also use popplet.com on their IPad or chromebook to create a
graphic organizer to organize their ideas before writing a paragraph or typing a paragraph onto
the google form.

The student who is an EL can use a translator (Google Translate) on their IPad or chromebook to
translate unknown English words into their native language.
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DIFFERENTIATION OF INSTRUCTION

Struggling Students
The struggling student will be able to draw pictures about the things they like or dislike about the
fall season in their marble notebook.

The struggling student can also choose to draw a picture and write only a few words or sentences
describing what they have drawn in their marble notebook.

The struggling student can also use popplet.com to create a graphic organizer to organize their
ideas before writing out or typing up a paragraph into google forms.

The struggling student can also type up their paragraph using a google form instead of manually
writing out a paragraph.
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© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Average Students
The average student will be able to draw a picture that is associated with their paragraph.

The average student will also be able to use popplet.com to make a graphic organizer to organize
their ideas before writing out or typing up their paragraph.

The average student will also be able to type up their paragraph on a form instead of manually
writing out a paragraph.

Advanced Students

The advanced student will be able to write three or more reasons as to why they like or dislike
fall.

The advanced student will also be able to draw a picture that is associated with their paragraph.

The advanced student will also be able to type up their extended response onto a google form.
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ASSESSMENT

The formal assessment will be the completed paragraph, either in google forms or manually
written, which will have at least two reasons as to why they like or dislike fall. The students will
be assessed based on a teacher created rubric that was created off of Rubistar.4teachers.org

The formal assessment will also be a completed graphic organizer on popplet.com

that has at least two reasons why the student either likes or dislikes the fall season. The student
will be assessed based on a teacher created rubric that was created off of Rubistar.4teachers.org

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
The formal assessment will be a picture depicting at least two reasons why the student either
likes or dislikes the fall season.

The formal assessment will be the completed flipgrid discussion posts in the flipgrid app.

The informal assessment will be the discussion the students have with their peers and teacher.
The teacher will assess the children’s understanding of the lesson when she listens to the various
activities and characteristics that they say they like and dislike about the fall season.
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INDEPENDENT PRACTICE

The students will use the flipgrid app to create a discussion forum about the fall season. They
will comment on at least one peer’s response in the flipgrid discussion forum. The teacher will
then give feedback on the students’ responses and commentary.
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© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND
ACADEMIC ENRICHMENT

Direct Teacher Intervention

The teacher and the student can play an online fall game that consists of putting together a
puzzle. This will reinforce some attributes or characteristics of the fall season.
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Academic Enrichment
For the students who easily met the objective, they can write a paragraph comparing the fall
season to another season of their choice. They may also draw pictures of the different seasons
and note the differences between them. They can also type up a paragraph using a google form
comparing two seasons of their choice.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Digipuzzle. (2018). ​Autumn Mix Puzzle.​ Retrieved from

https://www.digipuzzle.net/digipuzzle/autumn/puzzles/mixer.htm?language=english&lin

kback=../../../education/autumn/index.htm

Flipgrid. (2018). ​Flipgrid. [​ Mobile application software]. Retrieved from

http://www.flipgrid.com

​ hicago: Children’s Press. ​Retrieved from

Fowler, A. (1992). ​How do you know it’s fall? C

https://www.youtube.com/watch?v=AQGjgbydSig

Glaser, L., (2002). ​Its fall!​ New York: Scholastic. ​Retrieved from

https://www.youtube.com/watch?v=dGZFWv5BV_E

Google. (2018). ​Ela form. ​Google Form. Retrieved from

https://docs.google.com/forms/d/e/1FAIpQLSchDZdGfu2uddf4t-ETXPLOmqMym3RM

MClqVfc4cPabgjkR7Q/viewform?usp=pp_url

Google. (2018). ​Ela part 2.​ Google Form. Retrieved from

https://docs.google.com/forms/d/e/1FAIpQLSeWzsBa3TbBKl-iQdyd6XpIpkdLrS_GuT4

nf_9-Dqsug5Ol2Q/viewform?vc=0&c=0&w=1

Google Translate. (2018). Retrieved from ​http://translate.google.com

Popplet. (2013). ​Popplet for school.​ Retrieved from ​http://popplet.com

Rubistar. (2008). ​Ela fall rubric.​ Retrieved from

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2776816

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
The Learning Station. (2014, September 26th). ​Autumn songs for children - Autumn leaves are

falling down - Kids songs. ​[Video file]. Retrieved from

https://www.youtube.com/watch?v=fc9J7oLB-jU

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language