Elementary and Early Childhood Education Lesson Plan Template

Name: Taylor Ferguson Date:

Course: ECE 4410 Lesson Plan #: 3
Subject Area(s): Types of Precipitation/ Reading Comprehension Grade Level/Time Frame: 1st grade, 25 minutes

Step 1: Identify Learning Context The lesson will take place in a general education classroom
Learners  The classroom contains a large white board located at the front of the
(Classroom classroom. There is also a Recordex placed in the middle of the whiteboard.
Context) This is where morning announcements are played, and interactive activities
occur.
 There is a Word Wall on the right side of the classroom that has the sight
words the students use regularly displayed on it.
 There are five tables arranged in the center of the classroom. There are four
students each placed at two of the tables, and fives students each placed at
three of the tables. They are arranged this way so that all students can see both
the whiteboard at the front of the classroom and the anchor charts located at
the back of the classroom. The students also sit with tables mates to promote
collaboration between the students.
 There is a carpet located at the back of the classroom where the students have
group discussions and do shared reading. There is also a student library located
to the right of the classroom where students can sit and read during their free
time.
Learner Description Number of students in class: 23 students
 Number of males: 11
 Number of females: 12
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 0 N/A
504 plans
Students w/ EIPs 0 N/A
English learners 2 Both English Learners go to the ESOL
teacher at least once a day. One of the
students is a Level 1 and receives
pictures to refer to when working on
vocabulary. The student also receives
sentence frames when writing. The other
student is a level 2 and he also receives
sentence frames. Both students receive
additional time on assignments.
Gifted 0 N/A
Students with gaps in 0 N/A
academic knowledge
Other learning needs 2 There are two students in the class who
have RTI’s. One student is a Tier 3 for
their speech. While the other is a Tier 2
for their behavior. The student who is a
Tier three goes to a speech therapist
twice a week and is given sentence
frames along with an alphabet strip for
any written and reading assignments. The
student who is a Tier 2 for behavior is
given class jobs to promote engagement
in the classroom. The student also has
preferential seating near the teacher to
ensure that the student receives constant
positive feedback.

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 Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
 Personal: The students have multiple friends in the classroom and in the school as a
whole. This will help the students relate to the connection that the types of
precipitation share in a new way. The students will see that the “Precipitation Pals”
share an important connection that is similar to the way they connect with their
friends.
 Cultural: This lesson includes the students making connections based on
similarities and differences. This will also show that we all have things about us that
make us unique but also similar to our peers. This connection they are learning
about will be relatable to the students on multiple levels.
 Community: The county has been working on anti-bullying procedures to help their
students. This lesson will show students that even types of precipitation share
similarities and differences, which is always okay. This lesson can be a good
transition into a class discussion about bullying.
ELAGSE1R13: Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
S1E1. Obtain, evaluate, and communicate weather date to identify weather patterns.
b. Ask questions to identify forms of precipitation such as rain, snow, sleet and
hailstones as either solid (ice) or liquid (water).
 This lesson will require that the students understand the connections that the types
of precipitation share.
 The students will also need to be able to write at least two sentences that describe
the connection that the types of precipitation share.

Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
The central focus of the lesson is for the student to describe the connection between two
pieces of information in the text. In order to demonstrate an understanding of the
comprehension strategy, students will need to find connections within the text and be
able to describe them. The purpose of teaching this content is to improve student’s
comprehension, by describing connections within the text.
 Students will be able to identify the connections that some of the types of
precipitations share.
 Students will describe the connection between the 4 types of
precipitation.
Potential Misconception(s):
 The students may not understand the connection that the types of precipitation
share.
What I will do if this occurs:
 I will refer to our flip books that we created in the previous lesson and show the
students visuals of each type of precipitation. I will then ask the students what they
notice about each that are similar or different.

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary
Language function: The teacher will show the class The teacher will give the ELL
 Words and
Describe each Precipitation Pal and use students sentence frames and
phrases Connections the anchor chart we created in work in a small group to help
with subject the first lesson to describe each them write about the
specific of them. The teacher will then connections between their
meanings use the flip book to show precipitation pals.
that differ which pals have connections.
from
meanings Multiple meaning words: N/A N/A
used in N/A
everyday
life (e.g.,
table, ruler, Academic vocabulary: As a class we will discuss and The teacher will give the ELL
force) Analyze analyze the types of students their flip books and
 General precipitation we have covered talk about how the solids are
academic in our previous lessons and the same and the liquids are the
vocabulary determine connections they same. The teacher will also
used across share. give the students pre-selected
disciplines precipitation pals to work with
to prevent any misconceptions.

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 (e.g., Subject-specific vocabulary: The teacher will go over the The teacher will give the ELL
compare, Precipitation word “Precipitation” at the students a designated
analyze, beginning of the lesson and participation pal and work with
evaluate) write “Precipitation Pals” on the students in a small group to
 Subject- the white board so the students prevent any confusion.
specific can see how to sell it.
words
Syntax: The teacher will do an example The ELL students will be given
defined for
The students will work in pairs on the board for the class to see sentence frames and the teacher
use in the
and write two sentences about how to write about the will work with them in a small
discipline the connection their connections in two sentences. group to help them write their
“Precipitation Pals” share. The students will then break sentences.
Language Function: into their pairs to write their
the content and sentences.
language focus of the Discourse: The students will write two The students will have
learning task (e.g., The students will talk to each sentences about how their guidance from the teacher to
activities, discussions) other to discuss the connection “Precipitation Pals” have a help write their sentences. The
represented by the they think their “Precipitation connection. The students will students will draw a picture of
active verb in the Pals” share. They will then share their sentences with the their two sentences to help
learning objective(s) write about that connection. class, and we will display their depict the connection.
or learning target(s) The pairs will present their sentence in the hallway.
(e.g., apply, evaluate, sentences to the class and
cause and effect, display them outside of the
sequence, classroom.
hypothesize, infer, The students will be listening when the teacher is going over the previous lessons and introduce
summarize, describe, them to the Precipitation Pals.
explain)
The students will be speaking when they are share their sentences that analyze the connections that
the types of precipitation share.
Language Supports:
instructional supports The students will read when they are editing their sentences about the connections between their
that help students types of precipitation.
understand and
successfully use the The students will be writing when they are creating their two sentences about the connection that
language function their Precipitation Pals share.
(e.g., sentence
starters, graphic
organizers)

Syntax: set of
conventions for
organizing
information (e.g.,
sentences, graphs,
tables); organizes
language to convey
meaning

Discourse: how
members of the
discipline talk, write,
and participate in
knowledge
construction using
the structures of
written and oral
language; discipline
specific discourse has
distinctive features or
ways of structuring
oral or written
language, or
representing
knowledge visually.

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Step 3: Design Type of Assessment Format of Assessment (e.g., quiz, Supports, Accommodations, Evaluation Criteria
Assessment test, checklist, KWL chart, Modifications How will you know or
Framework performance task) measure if the students
have met the learning
objective(s) or learning
target(s)?
Pre-assessment Class Discussion We will discuss the connection The students will share the
the types of precipitation share connections the types of
and refer to our flip books precipitation share.
from the previous lesson to
help.
Formative Precipitation Pals The students will be given If the students Participation
assessment(s) pieces to make their own Pals share a connection, we
Precipitation Pals. The will discuss the connection
students will also choose a and move on to their
partner that their pal shares a writing.
connection with, they will
have their flip books to refer to
while working.
Summative Writing Sample The students will be given a I will have the students
assessment(s) writing template they are share their writings to make
familiar with to write their sure the students understand
sentences about their the connection they share.
Precipitation Pals.
Assessment Plan Alignment
Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning Target(s)
ELAGSE1R13:  Students will be able to Formative Assessment:
Describe the identify the connections that The students will make Precipitation Pals and find a partner
connection between some of the types of that shares a connection with their Pal.
two individuals,
precipitations share.
events, ideas, or Summative Assessment:
pieces of information The students will write about their Precipitation Pals and the
in a text.  Students will describe the connection that they share. (In at least two sentences)
connection between the 4
S1E1. Obtain, types of precipitation.
evaluate, and
communicate weather
date to identify
weather patterns.
b. Ask questions to
identify forms of
precipitation such as
rain, snow, sleet and
hailstones as either
solid (ice) or liquid
(water).
Pre-Assessment Data Summary
When conducting my pre-assessment, as a class we discussed the types of precipitation we have been learning about in the
previous lessons. We also discuss solids and liquids. Finally, we will discuss the connections that the types of precipitation
share and how we can find those connections. Once we have finished our discussion, the students will create a Participation
Pal and find a partner that created a pal that shares a connection. This will show that the students understand the connection
that the types of precipitation share before they begin their writing.
Step 4: Create Materials Needed Teacher Resources (must include podcasts):
Learning  Precipitation Pal pieces
Activities  Georgia Performance Standards
(n.d.). Retrieved from
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspx.
 Writing template

Student Resources:
 Precipitation Pal pieces
 Pencils and markers
 Writing template

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Technology I will use a google translating application to help me communicate with the student in the class that
Connection speaks 30 words of English. Both my CT and I use this application daily when communicating with
the student. The students will use the Doc Cam to share their Precipitation Pals and their writing
samples with the class.
Supporting Diverse  I will support my students who struggle with writing by differentiating the way students express
Learners their experience through the use of sentence frames to help format their writing.
 I will support my English Learners by differentiating the way they can express what they
learned through visuals and the use of sentence frames.
 I will support my student who struggles with behavior by having the students select their
Precipitation Pals first and assigning them with partners that they can work with appropriately. I
will have the student sit next to me and I will have them share their experience first, so the child
does not become frustrated or angered.

Culturally Responsive The content of this lesson is relatable to all the students and the cultures they represent. Each of the
Teaching students have experiences with writing and enjoy making crafts in the classroom. This lesson allows
the students to use their creativity to create their Precipitation Pals and learn about the importance of
connections and how they can impact us.
Research and Theory, When it came to the students making connections, the students showed struggles in this
or Principles of Child area according to a previous assessment. I wanted the students to understand the
Development connection that the types of precipitation share and why those connections are important.
Piaget believed that, “through this assimilation, we add new information to our existing
knowledge base, sometimes reinterpreting these new experiences so that they will fit in
with previously existing information” (Cherry, 2018). By emphasizing the importance of
the connections that the types of precipitation share, the student could tie this connection
to their own background experiences. For example, the students will remember that when
they see snow and sleet that it is cold outside. The most important thing I wanted students
to take away from this lesson is that the connections are meaningful.

References
Cherry, K. (2018, October 8). Assimilation and Jean Piaget's Adaptation Process. Retrieved from
https://www.verywellmind.com/what-is-assimilation-2794821.

Instructional Opening /Hook:

Strategies and I will begin my lesson by reviewing the previous two lessons to refresh the students memories. I will
Learning Tasks then introduce the students to Precipitation Pals. I will explain to the students that we will begin by
(include activities, choosing a Pal and then from there we will move into pairs based on their selection. I will explain to
discussions, or other the students that their partner must share a connection with their Precipitation Pal.
modes of
participation that Introduction of Content:
Once the students begin working on their Precipitation Pals, I will ask them, “What are the
engage students to
connections the Precipitation Pals share?”. I will allow the students to answer. If they struggle
develop, practice,
answering this question, I will encourage them to look at their flip books they made in the previous
and apply skills and lessons. After we have spent some time discussing the connection they share, I will ask them, “What
knowledge related to is the difference between the pairs of Precipitation Pals?”. Once the students have completed their
a specific learning Precipitation Pals, I will ask them, “Can you identify which types of precipitation have
objective(s) or connections?”. Once the students have answered and I feel that they show understanding, I will have
learning target(s). them find a partner that shares a connection with their Pal. The students will then talk with each
Learning tasks may be other to figure out what they want to include in their two sentences.
scaffolded to connect
to prior knowledge Work Time:
and often include While the students are discussing their connections, I will ask them, “How can you describe the
formative connection they share?”. I will refer them to the adjectives anchor chart when they are writing their
assessments) sentences. As the students are working, I will be walking around to make sure that they understand
what they are describing and the importance of the connections that their pals share.

Lesson Closure:
As the students finish, they will come to the carpet to share their Precipitation Pals and their
sentences with the class. I will call the students up by pairs to share the Pals and their writings using
the Doc Cam. While the students are sharing, I will ask them, “Can you explain how the types of
precipitation are similar and different?”. Once every pair has presented, I will walk the students into
the hallway so they can post their Pals and their writings outside of the classroom. This will promote
pride in the students for their hard work and encourage them to work hard in the future so their work
can continue to be displayed for the whole school to see.

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 Connection to the The students will be making a Precipitation Pal that allows them to use their creative
Arts expression. The students will have freedom to make their Precipitation Pals look whatever
way they choose.
Higher Order  What are the connections the Precipitation Pals share? (Knowledge)
Thinking Questions  What is the difference between the sets of Precipitation Pals? (Comprehension)
(HOTQs)  Can you identify which types of precipitation have connections? (Application)
 How would you describe the connection they share? (Knowledge)
 Can you explain how the types of precipitation are similar and different? (Comprehension)
Re-teaching, Re- If I were to reteach this lesson, I would have the students work as tables instead of partners. This
Engagement, Practice allows the students to work together to understand the connection the types of precipitation share. I
would also include a class discussion about connections and why they are important on a deeper
level.
Extensions I would extend the lesson by having the students write a story about their Precipitation Pals so that
they can practice sequencing. This would also help the students use more of their creativity to create
a story about the connection their Precipitation Pals share.

Lesson Closure The students will have the partners share their writings with the class using the Doc Cam. The
students will also explain the connection that their precipitation pals share and why the connection is
important. We will then post their writings and their Precipitation Pals outside of the classroom for
their peers to see,
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your instructional
plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the student or
student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each assessment strategy
used?