ED 345 Calvin University Teacher Intern Lesson Plan

Teacher Intern: Dani Roskamp Date:

Mentor Teacher: Brenda Riegler
Grade Level: K/1st Subject/ Topic: The Pavilion/ 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 will be a wrap up research project of the unit.

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

The lesson focuses on researching animals and using the different researching skills.

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

The students should be familiar with finding important information and citing where they found
their information.

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 ● Animal project
information ● Information shared with the class
● Use the glossary to find unfamiliar
words
● Describe characteristics of an
animal of their choosing

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.RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text
K-LS1-1​ Use observations to describe patterns of what plants and animals (including humans)
need to survive.

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

Paper
Crayons
Pencils
Scissors
Animal book of choosing

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
to research.
Action and Expression: Students will be able to research their own plant/animal and share it in
front of the class.
Representation: Students will have books and pictures accessible for projects.

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

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

Lower group (choose an animal that we have already researched as a class to work on together
on the rug)
Middle group (choice of choosing an animal and working on the rug of choosing their own
animal)
Higher group (encouraged to choose their own animal and read through their book to find
information)
● Work at their seat

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 after explanation

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

Literacy: Tropical Rainforests

Teacher Students

1. Head to the rug 1. Go to the rug

● Explain research project
● Assign groups to:
○ work as a class on the
rug and write about an
animal already
researched
○ or research their own
animal based on
reading groups
■ L (rug)
■ M (option)
■ H (own)

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

2. Students will get work time to 2. Research work time

work on their research
projects. It should include
● Where the animal
lives
● What is eats/drinks
● What it looks like
● Other information
● Citation of source
(author/title)
● Drawn picture of the
animal

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

3. Students will get a chance to 3. Share projects

share their research projects
with their classmates
● Show their picture and
read what they wrote
 about their animal
● Give one compliment