ED 345 Calvin University Teacher Intern Lesson Plan

Teacher Intern: Dani Roskamp Date:

Mentor Teacher: Brenda Riegler
Grade Level: K/1st Subject/ Topic: The Understory/ Rainforests
Approx. time spent planning this lesson:

DOMAIN 1: PLANNING & PREPARATION

Main Focus/Essential Questions​: ​(What are the big ideas and/or questions you will answer in
this lesson?)

The lesson focuses on the understory and what plants and animals are found there.

Brief Context​: ​(How does this lesson tie into the unit or the rest of the curriculum?)

It covers one part of the rainforest and introduces citing our source of information

Prerequisite Knowledge/Skills​: ​(What skills are necessary for the students to have mastered
or understood before they can understand this new content?)

Cutting and coloring

Citing source was introduced earlier in the day and practiced during writing time (students
should be familiar with this))

Lesson Objectives/Learning Targets Aligned Assessments ​(​What will the students

(What do you expect your students to know do to demonstrate comprehension of the
upon completion of the lesson? curriculum? Consider formative & summative
tools.)

The learner will: I will assess learning by:

● Cite the source where they got their ● Discussion
information ● Animal and description with
● Describe an animal found in the citation
understory of the rainforest
Standards Addressed: ​(Include full standard.)

CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

Instructional Resources and Materials: ​(List resources including classroom, community, and
supplemental student resources. Include technology and cite websites.)

Paper
Crayons
Pencils
Scissors
Tropical Rainforest Book

Consideration of Learners: ​(​Note how you have responded to your diverse learners. Consider
UDL -Multiple means of Engagement, Representation, Action & Expression- & principles of
differentiation.)

Engagement: Students will be able to choose the plant/animal that caught their interest the
most.
Action and Expression: Students will be able to make their own plant/animal and share it in front
of the class

Individual Accommodations: ​(​Identify accommodations you will make in response to needs

and/or interests of a student or group of students.)

Check on (A.W.) cutting and assist if needed.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Building respectful relationships: ​(Note any specific ways in which you plan to establish rapport,
build mutual trust, monitor & maintain relationships. Consider student-teacher &
student-student relationships.)

Students will have the opportunity to share the plant/animal they chose with the class and share
a compliment once presented.

Organizational routines: ​(Identify​ ways that you have intentionally organized time, space,
materials, & students to minimize disruptions and maximize learning.)
Sheets printed out
Get materials on their way back to their seat

Specifying & reinforcing productive behavior: ​(Note​ how expectations are specified, productive
behavior is reinforced and disruptive behavior is redirected.)

Voice level chart

Point out students who are following directions

DOMAIN 3: INSTRUCTION- [Content Management]

Motivation/Opening/Intro: ​(Think creatively about how to recruit learning. Tell a story, show an
object, etc.)

Literacy: Tropical Rainforests (The floor)

● Provide pictures to help with unfamiliar words
● Research strategy (reference: title and author)

Teacher Students

1. Review The Forest Floor 1. Go over poster

● Come to rug
● Animals and plants

2. Introduce The Understory

Development: ​(It may help to number your steps with corresponding times. Be creative and
consider authentic audiences and tasks. Think beyond giving an assignment or independent
practice. What visuals/real life objects will you incorporate? How will you incorporate your
Christian world-view and/or a real-life application? How does this lesson lend itself towards
discovering something new about God’s world? Have you communicated the why of learning?
Are your objectives clear to students? Have you asked questions that deepen understanding
and probe student’s prior knowledge?)

Teacher Students
 3. Read parts of Tropical Rainforests 3. Go through book (Tropical Rainforest)
● The Understory
● Notes things and show
pictures about the different
plants and animals
4. Animal/plant sheets 4. Make animal/plant sheet
● Demonstration: What did you ● Write about it when finished
learn about them ○ Cite source
● Draw/write
● At the end explain citing the
source of the book
○ From, author and title
of the book
5. Students will fill out their own sheet
● When finished, cut the picture
out
● Write description
○ Cite the source at the
end

Closure​: ​(Think about how you can articulate the most important concept you want your
students to learn and take home with them. Discuss how they can apply this skill/concept to the
real world.)

Teacher Students

● Students will share their ● Share with peers

animal/plant found in the
Understory with the class