Common Core Lesson Planner

st
Grade Level: 1 Grade Teacher: Guadalupe Zaragoza
Subject: Place Value
1 Select grade level appropriate standards:
Common CCSS.MATH.CONTENT.2.NBT.B.8

Core and Developing understanding of whole number relationships and place value, including
Content grouping in tens and ones;
Standard(s)
2 What materials and resources will you and the students need for the lesson?
Materials/  White board
Resources/  Expo Marker
Website & Video
Lesson https://youtu.be/1F3AycEDksY
Preparation
What should students know and be able to do after the lesson?
3
Objective(s) Students should be able to mentally figure out what the place value each number belongs to.

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Explain how the lesson addresses each box you checked:

4 Level 1: Students will be able to recognize what the problem asking them to do
Webb’s Depth of Level 2: Students will be able to solve all the problems given to them by looking at the number
Knowledge Level Level 3: The children will be able to choose a number higher then 10 and explain to me how they
figured it out on their own and why it belongs to that place value.
Level: Children will be able to do bigger numbers and figure out what number belongs to each group.

X Demonstrating independence X Building strong content knowledge

Responding to varying demands of audience, task, purpose, and discipline
Comprehending as well as critiquing X Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
5
College and Explain how the lesson addresses each box you checked:
Career Ready
Skills Building strong content knowledge: The students should be able to know where each number stands
when it comes to place value.

Demonstrating Independence: At the end of the lesson the students should be able to tell me or
another student which place value the number is we point to either it be in the tens or hundreds.

6 X Communication Collaboration Critical Thinking Creativity

SAUSD Common Core Lesson Template (adapted)

 Explain how the lesson addresses each box you checked:
Communication: I should be able to communicate with the students about how to automatically find
21st Century the place value of the number.
Skills

Lesson Delivery
Identify vocabulary and key terms that are important for students to know to understand the lesson:
Ones: Any of the numerals from 0 to 9, especially when forming part of a number.
Tens Place: The first digit to the right of the decimal point

7 Hundredths: The second digit to the right of decimal point.

Vocabulary/Key
Terms Place Value: The numerical value that a digit has by virtue of its position in a
number.

8 Describe how you will adapt your lesson for the following learners:
Differentiated
Instruction
 Special Needs: I would ask the special needs kids if they get the subject, if they
don’t get it then I will explain it more so they can understand it more clearer.

 Accelerated (Gifted/Talented): For the ones that know about place value I will
give them a worksheet so they can work on once they are done with the classwork
and then have them play Jiji.

9 Describe at least TWO different types of formal or informal assessments you will use
Assessments during your lesson to check for student learning:
 Quizzes
 Place Value Pear deck game.

10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the
Lesson lesson to what students already know and/or motivate them to learn about the topic?)
Delivery Well, before I start the lesson I would ask the students if they know what a place value is
and why they might think is important.

Describe each step of the lesson

Teacher will… Students will…
- Tell the students if they know - Raise their hands to tell the
what a place value is teacher they either do or not
know.

SAUSD Common Core Lesson Template (adapted)

 - After the responds of the
students, the teacher would tell - Write down the different place
the class the different place values values into their journals.
we have.

- Tell the students to take out their - Take out their whiteboards so
whiteboards and expo markers so they can do some problems
they can do some of the problems assigned to them by their teacher.
on the board.

Common Core Lesson Planner

Grade Level: 1st Grade Teacher: Guadalupe Zaragoza
Subject: ELA
1 Select grade level appropriate standards:
Common
SAUSD Common Core Lesson Template (adapted)
 CCSS.ELA-LITERACY.L.2.2.2.A
Core and
Retell stories, including key details, and demonstrate understanding of their central
Content
message or lesson.
Standard(s)
2 What materials and resources will you and the students need for the lesson?
Materials/ Have the children in rows of five and when done reading the story have the children turn
Resources/ around the person behind them and have them describe the story to their partner.
Lesson  The hare and the Tortoise book
Preparation  Cards with Beginning, Middle, and End.
 Pictures of the characters from the story
Video
https://youtu.be/-_nePjWXecQ
https://youtu.be/_gcC8B26IcQ

What should students know and be able to do after the lesson?

3 After this lesson, the students will know how to retell stories with details and also demonstrate the
Objective(s) message or lesson the story is telling.

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Explain how the lesson addresses each box you checked:

4
Webb’s Depth of Level 1: students will identify what happened in the story.
Knowledge Level Level 2: students will be able to tell the story to someone else that hasn’t read the book. They will be
able to express in their own way what happened.
Level 4: I can ask the children what they think would’ve happened if something else happened in the
story.

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and discipline

5 Comprehending as well as critiquing Valuing evidence

College and Using technology and digital media strategically and capably
Career Ready
Skills Coming to understand other perspectives and cultures

Explain how the lesson addresses each box you checked:

Demonstrating independence: Students on their own will be able to know what it is to retell something
they learned.

6 Communication Collaboration Critical Thinking Creativity

st
21 Century
Skills Explain how the lesson addresses each box you checked:

Critical Thinking: The students will have the chance to explain what happened and also what if
something changed in the story.

SAUSD Common Core Lesson Template (adapted)

 Lesson Delivery
Identify vocabulary and key terms that are important for students to know to understand the lesson:

7 Retell: Have the ability to explain what happened in the story from
beginning, middle, and end.
Vocabulary/Key
Terms

8 Describe how you will adapt your lesson for the following learners:
Differentiated
 English Learners
Instruction
 Special Needs
 Accelerated (Gifted/Talented)
For English Learners and Special Needs I might need to slow the lesson or help them even
more like a close up lesson with (face to face).
For the accelerated students, I would tell them to think about what the main lesson of the
story is or what the main purpose of the story is.
9 Describe at least TWO different types of formal or informal assessments you will use
Assessments during your lesson to check for student learning:
- I will have a worksheet of the story I read with cut out and have the children cut out
the pictures and put them in order so I know that they understand the order of the
story.
- Quizzes
10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the
Lesson lesson to what students already know and/or motivate them to learn about the topic?)
Delivery Well, before I start the lesson I would ask the students if they have ever seen a tortoise or
a hare and if they know what other animals are like them. I will also ask them who they
think would win in a race and why that animal. I will also ask if it’s okay to tell people
that you are better than them.

Describe each step of the lesson

Teacher will… Students will…

-At the beginning of the class, the -The students will respond by raising
teacher will descried if any students has their hand or not if they don’t know how

heard of this story. what the story is about.

-After the respond of the students, the -If the students still don’t know what the
SAUSD Common Core Lesson Template (adapted)
 teacher will ask which animal they think stories message is about they can ask

would win in a race. their neighbor to explain it to them or

the teacher.
-The teacher will ask the children why
they think that animal will win and if not

why the other animal might win.

-The teacher then will ask what

happened in the story.

Common Core Lesson Planner

st
Grade Level: 1 Grade Teacher: Guadalupe Zaragoza
Subject: Plant Cycle
Select grade level appropriate standards:
CCSS.ELA-LITERACY.RST.6-8.2
1
Common
Students will be able to recite and draw the life cycle of a plant. Students will be able to
Core and
name the three things plants need to grow.
Content
Standard(s)

2 What materials and resources will you and the students need for the lesson?
Materials/  Paper
 Crayons and Markers
Resources/
 Textbook
Lesson  Plant Cycle Videos
Preparation https://youtu.be/tkFPyue5X3Q
https://youtu.be/nFRvDTwGDMo

SAUSD Common Core Lesson Template (adapted)

 What should students know and be able to do after the lesson?
3
Objective(s) Students should be able to understand how the plant cycle works.

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Explain how the lesson addresses each box you checked:

4
Webb’s Depth of Level 1: Students should be able to recognize how a plan begins its journey as a seed.
Knowledge Level
Level 4: Students should design a type of diagram of a plant cycle.

X Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and discipline
Comprehending as well as critiquing Valuing evidence
X Using technology and digital media strategically and capably

5 Coming to understand other perspectives and cultures

College and
Career Ready Explain how the lesson addresses each box you checked:
Skills
Demonstrating independence: When drawing their plant cycle children should not need help and
follow all directions of what to label each item when the teacher says so.

Using technology and digital media strategically and capably: Students should be using the Internet to
see types of pictures or facts about the different stages different plants might take.

X Communication Collaboration Critical Thinking X Creativity

Explain how the lesson addresses each box you checked:

6 Communication: Students should communicate with the teacher if they have a question concerning
their work.
21st Century
Skills
Creativity: Students should be creative on how they will design their plant cycle.

Lesson Delivery
7 Identify vocabulary and key terms that are important for students to know to understand the lesson:
Vocabulary/Key Seed: Can come from fruit.
Terms
Root: Is the thing underground.
Sprout: It’s the thing that grows above the ground.
How does it grow: Soil, water, and sunlight to grow.

SAUSD Common Core Lesson Template (adapted)

 Seedling: Small and thing and only a few leaves.
Young Adult: Taller with a few more leaves.
Adult Plant: Much taller and more leaves.
Plant Cycle: Stages of a seed to a fruit or vegetable.

8 Describe how you will adapt your lesson for the following learners:
Differentiated
Instruction
 Special Needs: Ask the students if I need to slow down or if they get what I am
saying about the cycle.

 Accelerated (Gifted/Talented): When the students are doing their diagrams of

their plant cycle, they should go around the room to see if their fellow students
need help with anything, like labeling or drawing.

9 Describe at least TWO different types of formal or informal assessments you will use
Assessments during your lesson to check for student learning:
 Quizzes or Visuals
 Drawing and a summary of each of the stages in the plant cycle.

10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the
Lesson lesson to what students already know and/or motivate them to learn about the topic?)
Delivery Before starting the diagram of the cycle, I would tell the students if they need any help to
ask the classmate next to them but only if their classmates aren’t that busy.

Describe each step of the lesson

Teacher will… Students will…
- Tell the students if they know how - Raise their hands if they know or
a plant grows or where they think not know about the stages of the
fruit come from. plant cycle.

- Put on the projector two videos - Raise their hands if they have a
about the life cycle of a plant. question concerning the videos
they just saw

- Ask the children questions after - Ask the child next to them what
watching the video and what their the plant starts off as and what we
favorite fruit has seeds. can get from planting seeds.

- Draw the life cycle of their

- Assign the class to draw the life favorite plant or flower as their
cycle of the plant in a piece of homework or give them a
SAUSD Common Core Lesson Template (adapted)
 paper. worksheet where they can cut and
label every piece of the plant.

SAUSD Common Core Lesson Template (adapted)