Elementary and Early Childhood Education Lesson Plan Template

Name: Erin Wehunt Date: 10/10/19

Course: ECE 4650 Lesson Plan #: 1
Subject Area(s): Reading/ Writing/ Science Grade Level/Time Frame: Fourth/ Science

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Description of the learning environment(s) where the learning experience will take
place
 In the front of the classroom there is a white board and a smart board. There
is one bulletin board in the back of the room with student work and
mathematical practices on it. There are anchor charts throughout the room
for examples of materials they have already learned or are learning. There are
inspirational quotes on the walls through the classroom to encourage
students as well.
 There is a kidney table in the front of the room with six stools around the
table. Then there are two large tables pushed together on each side of the
room, so a total of four table to make two large groups. There are eight chairs
at each group of tables. Finally, there is a table in the back of the room with
six chairs at the table. Some of the chairs have rubber bands on the bottom of
them to bounce their feet on. These arrangements of the seating promote
collaborative learning and group work with the students.
 What “special” areas (carpet, book shelves, “peace” chairs, etc.) are in the
room?
 There is are two full book shelves with math games. There is a book bag hook
wall on the same wall as the shelves with each of the student’s names on the
hooks.
 There are five desktops along the back and side wall opposite of the door.
There is a full computer cart on the back wall next to the door. There is also
an iPad cart that the grade shares in the flex room.
Number of students in class:
 Number of males: 10
 Number of females: 15
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 Peanut allergy, everyone has to wash
504 plans hands and clean areas before and after
eating.
Students w/ EIPs N/A N/A
English learners N/A N/A
Gifted 7 Some receive accelerated or more
difficult materials to accelerate learning.
Students with gaps in N/A N/A
academic knowledge
Other learning needs N/A N/A
 Personal: The students are interested in technology, so I am using technology
to get them interested in the topic and pay attention during the lesson. They
are also interested in space, since they have been doing it all year, so writing
about the moon will keep them interested in the topic as well.

Step 2: Identify Georgia Standard (s) of ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or
Curricular Excellence, WIDA Standard(s), technical text, including what happened and why, based on specific information in the
Priorities etc. text.

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 ELAGSE4W2: D) Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.

Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
S4E2. Obtain, evaluate, and communicate information to model the effects of the
position and motion of the Earth and the moon in relation to the sun as observed from
the Earth.
What prior academic knowledge and/or prerequisite skills will this lesson activate?
 This will activate the student’s ability to explain a text and write an
explanatory paragraph.
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
 The students will need to be able to identify key details in a scientific passage.
 The students will need to be able to explain ideas in a scientific passage.
 The students will need to be able to write about the scientific passage using
TRACE.
 The student should be able to understand what explaining a topic is, write
about the topic Moon Phases.

Learning Objective(s) or  I can write about Moon Phases using key details to write an explanatory text
Learning Target(s) using TRACE and getting at least an 80% on the TRACE rubric.

Potential Misconceptions  Students may think that the TRACE rubric is a suggestion and not what they
and/or Developmental are being graded on.
Approximations  If the student thinks this, I will go through and explain the exact rubric with
the students in the graphic organizer to ensure they get the information.

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary
 Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
 General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
 Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language function:
Explain, Write, and
Communicate
Multiple meaning words:
Explain, moon
Academic vocabulary:
Explain, Communicate,
and Write
Subject-specific
vocabulary: Moon phase,
New, Quarter, Crescent,
and Full Moon.
Syntax: Graphic organizer
to produce TRACE.
Discourse: Take the
information from the
graphic organizer and
answer the question on
Canvas in sentences.
- We will talk about these
during the lesson.
- We will talk about them
during the lesson.
-Verbal instructions about
each in regard to the
assignment.
-We will talk about these
beforehand.
-Graphic Organizer
-Use of graphic organizer
to answer question.
-I can create an individual
sheet for students who
need the definitions of
these words.
-I will frontload the
meanings of these words
before the lesson.
-I can create written down
instructions for the
students who need it.
-I can create an anchor
chart with the definitions
and examples if needed.
-I can provide an anchor
chart, if needed, to explain
TRACE.
-Use of sentence stems to
answer the question in
sentence form.

2

Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
How will students demonstrate understanding of the academic language in the
different language demands (e.g., writing, speaking, reading, listening) in the lesson?
- Students will demonstrate the understanding of explaining, writing, and
communicating through the use of the graphic organizer and transferring
this information to Canvas, to answer the question online.

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.

Step 3: Design Assessment Plan

Assessment
Framework Georgia Performance
Standard(s)
ELAGSE4RI3: Explain events,
procedures, ideas, or concepts
in a historical, scientific, or
technical text, including what
happened and why, based on
specific information in the
text.
ELAGSE4W2: D) Write
informative/explanatory texts
to examine a topic and convey
ideas and information clearly.
Corresponding Learning
Objective(s) or Learning
Target(s)
I can write about Moon
Phases using key details to
write an explanatory text
using TRACE and getting at
least an 80% on the TRACE
rubric.
Format of Assessment(s)
 The students will have already taken the
pre-assessment of the TRACE assignment
where they were not given much
instruction of how to do TRACE. Then, they
will read about Moon Phases and complete
a graphic organizer using TRACE. Finally,
they will answer a question on Canvas
using TRACE and be graded of the rubric.

S4E2. Obtain, evaluate, and

communicate information to
model the effects of the
position and motion of the
Earth and the moon in relation
to the sun as observed from
the Earth.
Type of Assessment
Pre-assessment
Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
-TRACE assignment from the
previous week.
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Supports,
Accommodations,
Modifications
(Differentiated
Assessments, Culturally
Relevant Assessment)
-I can give the students a
sheet of paper that has all
the steps of TRACE.
Evaluation Criteria
How will you know or
measure if the students
have met the learning
objective(s) or learning
target(s)?
- The TRACE rubric.
 Formative assessment(s)
Summative assessment(s)
Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
The students did not do very well in following TRACE from the previous week, since they were not given directions of
how to use it. Now, we will teach them what TRACE is and how it is scored.
Step 4: Create Materials Needed
Learning
Activities
Technology Connection
Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
-TRACE graphic organizer. -I can provide more -The students will
individualized verbal complete the graphic
support or an anchor organizer fully,
chart explaining TRACE. including all the
necessary components
of TRACE.
-Answering a question on -I can give sentence stems -The TRACE rubric with
Canvas using TRACE. for answering the at least an 80%
question.
Pre-Assessment Data Summary
Teacher Resources (must include podcasts):
 TRACE Graphic Organizer
 Power Point with video and question
 The Moon Passage
 Teacher’s laptop
 Promethean Board
 TRACE Rubric
Student Resources:
 Pencil
 TRACE Graphic Organizer (25)
 TRACE Rubric (25)
 The Moon Passage (25)
 Laptop/iPad (25)
 I will be using the laptop connected to the Promethean Board to show the
Power Point. It will have a video embedded in it to peak interest in the topic.
Then, it will also have the question they will be answering as they read The
Moon passage. They will finally use the graphic organizer to answer the
question from before on a laptop or iPad. The students will be using the
technology to better enhance and understand their learning.
 I will support my students who struggle with reading by differentiating the
content through the use of leveled reading passages that address the
concept of the moon.
 I will support my students who struggle with writing by differentiating the
process through the use of sentence stems.
 I will relate the lesson to the students’ personal assets by using technology
to peak their interest since they enjoy using and watching technology.
 I will be using Higher-Order thinking in my lesson plan because it “…takes
thinking to higher levels than restating facts.” (Anand, Roberts, Joy, 2018).
This means that I will use the higher-order thinking questions to build on the
topics being learned.
I DO:
- I will introduce the lesson by starting out with a video about moon phases.
Then, I will pull up the question and we will talk about what TRACE is and
what the rubric will be.
WE DO:
- Then, we will look at the TRACE graphic organizer together and go over the
first part where it explains what the students will be doing for each letter of
the acronym.
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 learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
Connection to the Arts
YOU DO:
- The students will then read The Moon passage by themselves. I will walk
around to see if they have any questions as they begin to fill out the graphic
organizer. When they are done filling this out, they will go to Canvas and
answer the question on the website. I will grade these using the rubric after
all the students are done.
 My lesson did not include a connection with the arts.

Higher Order Thinking 1. Can you construct an answer for this question?
Questions (HOTQs) 2. Can you cite you evidence from the passage?
3. Apply the information from the graphic organizer to construct the answer
for the question.
4. Organize the information for TRACE in the graphic organizer.
5. Support the events of the passage with key details from passage.
Re-teaching, Re-Engagement,  To reteach this lesson, I would differentiate by allowing the students to work
Practice on the TRACE graphic organizer with a partner who may or may not have
struggled with it as well. Then, they would take the graphic organizer and
answer a question with it.
Extensions  To extend this lesson I could have the students create a PowToon about
what happened in the passage, including the evidence they found and
pictures of the moon.
Lesson Closure  For a closure of the lesson I will ask the students if they have any questions
for me about TRACE or the phases of the moon.
Step 5: Post- Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Instruction  What went well and why?
Reflection  The lesson went very well in the whole class and small group setting. They worked well and listened in the
whole class setting. They also worked well together with the 3-2-1 small group setting. They were all able to
come up with things to answer the 3-2-1. The students also excelled in answering my questions and explain
their thinking in whole and small group setting.
 What did not work well and why?
 The individual part of the lesson did not go as well as I hoped. They worked well and very hard, but they did
not do well with the actual graded part. There was a misunderstanding with the question. Also, at the end
since all the students were finishing at different times it was hard to close the lesson.
 How did the learning environment and materials work together to support student learning?
 The collaborative seating helped the students with the 3-2-1 and them being able to talk with a partner. The
environment is also welcoming so that helped students feel like they can talk and share their thoughts. The
materials helped the students plan out their answers to the question and helped them figure out what they
were supposed to do.
 What improvements and changes would you make if you were to teach the lesson again and why?
 I would add in an opening and closing with the lesson. This will help the students become engaged and wrap
up what they learned. I would also change the question to make it clearer for the students to understand what
was being asked of them.
 What did you learn about yourself as a teacher?
 I have a good report with the students I just need to work on being more confident in front of adults.

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.
 I used the higher-order thinking questions in my lesson to guide and engage in their thinking with the lesson.
This helped them understand the lesson and what was being asked of them to do.

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?
 The students were able to fill out the graphic organizer and answer the question using TRACE on Canvas.
However, a lot of students misunderstood what the question was asking them to do so they did not do as well
as what they could have done. They knew the information, but they misunderstood the question, so they got
mixed up on how to answer the question.
 How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?
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  I will use this in the future by making sure to make all questions clear and concise, so the students will be able
to answer all questions. The students will use the feedback I provided to know how to analyze and answer a
question. This means I will explain what the question was actually asking, and they will be able to redo the
assignment on Canvas. This will help them in the future with questions that are like these as well.

References:
Anand, Roberts, & Joy. (2018, August 16). Higher Order Thinking. Retrieved October 14, 2019,
from https://www.readingrockets.org/article/higher-order-thinking.