UH COE Lesson Plan Template (Inquiry)

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Name of Teacher Candidate Andrew Cortina

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed 1 hour 20 minutes
After a lesson on accepting differences, and positive qualities, the learner
Lesson Description will compare dance movements between peers. The learner will have a
partner and will create a Venn diagram of their similarities and differences.
K.11 The student understands similarities and differences among people.
Content Area Standards b. identify similarities and difference among people such as music,
clothing, and food.
Include any Technology TEKS that your lesson targets. You are not
Technology Standards
required to have these for every lesson.
TSWBSAT identify similarities and differences among people such as
Objectives
music, clothing, and food.

Resources/Materials/Tools
Similar – resembling without being identical
Sound – vibrations that travel through the air or another medium and can
be heard when they reach a person’s or animal’s ear
Alike – similar to each other
Terms/Vocabulary Different – not the same as another or each other
Movement – an act of changing physical location or position or having this
changed
Fast – moving or capable of moving at high speed
Slow – moving or capable of moving at low speed
List all specific technology needed, and how it will contribute to student
Technology Resources
learning.
List all specific materials needed, and how each will be used to support
Other Resources
student learning.

Lesson Procedures
This template is built on A step-by-step description of the Describe how each stage Cite specifically what
the traditional “Madeline scope and sequence of lesson of the lesson will be resources for this activity will
activities, with estimated time on managed, including role of be used, and describe in
Hunter” lesson structure. task noted in parentheses for each teacher and learners (who detail how they will be used.
step. In other words, completely is doing what at each Note who will be using the tool
describe the flow of the lesson-the point), location (e.g., and in what ways. Note any
content to be presented, and the classroom, computer lab, safety considerations needed.
strategies to be used. Include outside), and any special
actual words you will use and considerations, such as for
questions you will ask students. differentiated instruction.
Consider items such as: parts of
the lesson that might be difficult,
and how you will know whether
you can go on; how to ensure that
students completely understand
directions before releasing them to
UH COE Lesson Plan Template (Inquiry)
work independently; and what
students will do if they finish their
work early.
The teacher will begin by
greeting the class. Then
he/she will give inform the
students on the daily
agenda. (3 minutes) After
the teacher will call students
to their assigned spots on
the carpet by table Once the
students are seated
perfectly and ready to learn.
The teacher will explain and In this section the
Engage
begin to read “It’s Okay to teacher will be using the
(Engage student thinking,
Be Different”. (5 minutes) book “Its Okay to Be
access prior knowledge)
After the reading the teacher Different” by Todd Parr.
will ask questions such as
“What did you like about the
book? Was there anything
you did not like? Why did it
say in the book that it was
“okay” to have all those
different things? Why is it
okay to be different? What if
we weren’t all different? (5-
10 minutes)
Explore The teacher will ask the In this section the
(Collaborative and hands- students to stand up from students will be using
on) their spots and create a big their bodies to create
circle around the carpet. movements and their
He/she will remind the voices to create sound.
students to walk therefore There are no resources
no one gets hurt while trying that will be needed.
to create the circle. After
he/she will give the
directions to the next
activity. The teacher says,
“Today we are going to be
creating a short movement
and sound, we will start with
Chris, Chris is going to
create a movement with a
sound of his choice, then
going clockwise the next
students is going to repeat
Chris’s movement and
sound just a little louder with
a little more movement.
Once it gets back to Chris, I
UH COE Lesson Plan Template (Inquiry)
will name call from our
popsicle stick jar one more
student to create another
movement and sound. Let’s
get started” Once the
students understand the
activity the teacher will
observe the students as
they participate. (15
minutes)
Explain Now the teacher will guide In this section the
(student and teacher the students back to their teacher will use the
discourse, teacher tables. He/she will make board to write down
modeling, vocabulary sure to say, “Orange group definitions.
instruction, clarify may go back to your tables
misconceptions) but please do so quietly”
After the students are all
seated at their tables the
teacher will begin asking
question such as, “What
was hard or easy about the
game? Was there any
sound or movement that
was exactly the same?
Were there any similarities?
Why do you think we all did
a different movement and
sound?” Giving the students
some wait time after each
question and using the
popsicle stick method to call
on students this portion will
take 5 minutes. The teacher
will than discuss the
vocabulary they have been
using such as movements,
alike, similar, different, fast,
slow and sound. (5 minutes)
After the teacher will say, “In
the book the author mention
that is okay to eat macaroni
and cheese in the bath tub,
does anyone here do that? I
know I love mac and
cheese, but I usually eat it
on the table. What are some
foods you like to eat that
might be different from
others?” then the teacher
UH COE Lesson Plan Template (Inquiry)
will ask the students what
else is different about each
one of you right now?
Maybe the clothes you
wear? I know I like to wear
all kinds of clothes, how
about you? Giving some
students a chance to chime
in about the clothes they
choose to wear. After the
teacher will remind the
students that just like in the
book it is okay to be
different and that is what
makes us each unique. (10
minutes)
The teacher will assign
students to partner with the
shoulder neighbor. The
teacher will play a song.
After the everyone has
heard the stound the
teacher will begin giving
directions to the next
activity. The teacher will
say, “Now that we have
listened to the song, I want
you and your partner to
create a dance that comes
to mind when you heard this
In this section the
Elaborate song. You will have 15
teacher will be using the
(Extend or apply the minutes to work together to
computer and project to
learning to a new setting; create your dance. After we
play a song for the
active and collaborative) will perform the dances you
students.
have created.” Once the
time is up the teacher will
use the popsicle sticks to
call on pairs. Each group will
perform their dances. Then
the teacher and students will
compare and contrast
movements. The teacher
will ask, “We all listened to
the same song, why were
everyone’s different? How is
this like the story “It’s Okay
to Be Different”?” (10
minutes)
Evaluate TSWBSAT identify In the section the
UH COE Lesson Plan Template (Inquiry)
similarities and differences
among people such as
music, clothing, and food by
using venn diagram to fill
out with their shoulder
partners. On the board there
(Students demonstrate teacher will provide the
will be a question the
their understanding. How students with a labeled
students should think about
will you know what venn-diagram
while working on their venn
they’ve learned?) (Differences/Similarities)
diagrams. Such as, “What
similarities and/or
differences do you and your
partner have in music,
clothing, food, and dances?”
(5 minutes)

Plans for Differentiated Instruction/Accommodations

Special Education Students
English Language Learners
Gifted and Talented
Other:
Identify specific strategies you will use, such as modified requirements,
differentiated instruction and assessment, extended work time, guiding
templates, support structures, and school personnel with who you may need to
consult. The more specific you get here—for specific kids’ needs, and for this
specific lesson content—the better.
Identify specific strategies you will use, such as researching Internet sites and
other resources in students’ native language, allowing alternate ways to
demonstrate their learning, support personnel with who you may need to
consult, gaining the help of peers.
Identify specific strategies you will use to extend instruction, such as more
challenging tasks, extensions that require in-depth uncovering of content,
expanded investigation in related topics of the learner’s choice, open-ended
tasks or projects. Remember that planning for children who finish work early
may be different than planning for students who are working at a higher
academic level

Potential Challenges/Plan B
If the song doesn’t play from the computer, I will bring a radio and CD to a song from there. If not I can always use
my phone to play a song from.
If the students are not creating any dances because they feel like they can’t I will assist them on giving them some
different ideas of dances. I will reference a tv show or video game they play.

Notes and Credits

- www.teacher.org (Friendship – Accepting Difference)