Mount Aloysius College

Education Department
Lesson Plan Format

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I. Heading
Culminating Experience
Miss Moyer
November 23, 2020
ELA
Third Grade
20 students
30 minutes
Visual-Spatial, Logical-Mathematical, and Bodily Kinesthetic Intelligences
9.1.3.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The students are familiar with using different types of materials in order to create a project.
After this lesson, the students will be able to use these different types of materials to build and
design their own school.
2. The purpose of this lesson is for the students to use different types of materials to build and
design their own school. They read about a school that was 30 stories high, so they will design
their own school. This will require them to use logic, several different types of materials, and
create a design.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

 1. The learner will be able to design their own school (​Standard - CC.9.1.3.B)​.
2. The learner will be able to use several different materials in order to build their own
school based off of their design (Standard- CC.9.1.3.B).

1. Teacher Materials
a. Sachar, L., & McCauley, A. (2005). ​Sideways stories from Wayside School​. New
York, NY HarperTrophy.

2. Student Materials
a. Pencil
b. Paper
c. Construction paper
d. Crayons
e. Popsicle Sticks
f. Glue
g. Tape
h. Scissors
i. Markers
j. Cardboard

V. Procedures(Danielson 1a: Demonstrating Knowledge of Content and Pedagogy) (Danielson

1e: Designing Coherent Instruction) (Danielson 3a: Communicating with Students) (3b Using
Questioning and Discussion Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction, Motivation, and Setting the Stage

1. In order to grab the students’ attention, we will discuss the layout of Wayside School and
how it is 30 stories high. I would ask them how they would feel if they were on the 30th
floor.
2. By discussing the layout of the school, they will be able to recognize what the lesson is
about, which will activate their prior knowledge of what they read. If their prior
knowledge is not yet activated, I will ask the students to compare our school to Wayside
School.
3. The purpose of this lesson is for the students to use different types of materials to build
and design their own school. They read about a school that was 30 stories high, so they
 will design their own school. This will require them to use logic, several different types
of materials, and create a design.

B. Lesson Body

1. After the introduction, I will begin by asking the students comprehension questions about
Wayside School and its structure.
2. These questions include:
a. Applying: How many stories does our school have?
b. Remember: Do you remember how many stories Wayside School has?
c. Comprehending: What does every school need?
d. Evaluating: How many stories who you build on your school?
e. Analyzing: How would you feel if you had to walk up to the 30th Floor for school
everyday?
f. Synthesizing: What would you do if you were in charge of building a school?
3. I will then give the students a piece of paper to draw a rough sketch of their school design. I
will also show them the different materials that they have available to them.
4. After I have given them enough time to design their school, I will allow them to get the
materials that they need in order to build their school.
5. I will be walking around and helping the students with their schools. Whether I need to help
them cut something or hold something in place until they secure it in place.
6. Once the students have finished building their schools, they can decorate it however they
choose.
7. In order to end the lesson, I will allow the students to put their schools in the display case in
the hallway.

C. Simplification and Extensions (Strategies for Differentiated Instruction) (Danielson 3e:

Demonstrating Flexibility and Responsiveness)

1. For a gifted child, I would have them go more in depth with their design in terms of
measurement.
2. For a student who has a sensory disorder, I would provide different types of materials that
are more appealing to them. These materials may include cotton balls, squishy materials,
etc.
3. For an English language learner, I would explain the directions to them more in depth and
help them with their designs.
D. Closure/Conclusion

1. To close the lesson, I will allow the students to put their schools in the display case in the
hallway.

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

a. If there is time left over, I will allow the students to share their projects and why they
chose to design it the way that they did.

VI. Communicating with Families/Homework Assignment/Independent Practice

(Danielson 4c: Communicating with Families)

a. To reach the students and their parents at home, I will share this lesson on Class Dojo
with the families and ensure the activities are available to them. For a homework
assignment, they will explain their school design to their families.

VII. Evaluation
1. Student Assessment

1. The students will design their own school and use several different materials in
order to build their own school based off of their design (Standard: CC.9.1.3.B:
Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts).

B. Reflective Practice/Self-Evaluation (To be completed after the lesson is taught) (Danielson

4a: Reflecting on Teaching)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

2. What are two areas of the lesson that need improvement?
3. What would I do differently, if I were to reteach this lesson?
4. What biases, if any, existed in the materials, activities, language, or interactions with
children?
5. Did anything surprise me?