Name Shara Coffelt

Grade/Content Area High School-Family and Consumer Sciences

School Decatur High School
School District Decatur School District

Lesson Plan Template

For each of the given components, describe your lesson plan prior to implementation.

Grade Level: 9th-12th Name: Shara Coffelt

Content: Family and Consumer

Sciences, Child Development and
Parenting

AR Academic Standard(s): 2.1.5 Learning Objective Aligned with Standards:

Determine appropriate discipline Students will identify appropriate discipline
techniques. techniques and be able to write and discuss how
they would approach a behavioral problem
ELP Standard (align with product; presented by a child by/in completing chart based on
copy/paste entire standards). their discussion with peers.
9-12.2 participate in grade-appropriate
oral and written exchanges of
information, ideas, and analyses,
responding to peer, audience, or
reader comments and questions.

“x” the language function of the product.

❏ Cause and Effect
❏ Proposition and Support
❏ Compare and Contrast
❏ Sequence
❏ Describe and Explain

Sample Product (Script what you expect students to say or write within the product.): This
should be highlighted in the video.

Students will be participating in a “Block Party”. Students will be placed in groups to start their
block party. Five behavioral issue scenarios that may be brought on by children have been
posted around the room. Students have been given five notecards. Students travel around the
room to each question. They will write their response to the question on the front side of the
note card. (They will be answering how they would respond to the behavioral issue.) Then
they will share their response with their partner and write their partners response on the
backside of the index card. Students will repeat this four other times, for a total of five times.
They will be with a new partner each time. This way they will discuss with five different
students by the end of the activity, and have five different points of view. Once students have
visited the five different questions they will return to their seats with their group. They will then
complete a table title “How would you handle…” where they will list 4 different ways they
would handle the differing scenarios. This will be glued into their interactive notebooks at latter
time.
Name Shara Coffelt
Grade/Content Area High School-Family and Consumer Sciences
School Decatur High School
School District Decatur School District

(Content Language) (aligned with language function and part of the

Discipline, “spanking” corporal language frame) of Product:
punishment, time out, positive/negative Being able to discuss with peers how they would
reinforcement, modeling respond to different behavior scenarios that children
may bring.

List what the functional language will look like at each of the levels listed below, Please
indicate the levels your focus students are on.
Beginning: Participate in short conversational and written exchanges on familiar topics.
Intermediate: Participate in short conversational and written exchanges on familiar topics.
Build on the ideas of others; Express his or her own ideas. Restate some of the key ideas
expressed.
Advanced (Grade-level): Participate in short conversational and written exchanges on a range
of topics, text, and issues. Build on the ideas of others. Express his or her own ideas and
persuasively. Summarize the key points and evidence discussed.

Focus student #1 current EL level based on new ELP standards: Your scaffolds should reflect
what the student can do and also their interests/background/culture. Even if the two students
are on the same ELP standard there should be differences between the two.

For your given product, describe what your focus student #1 can do according to the aligned
ELP Standard(s) listed above.
Participate in short conversational and written exchanges on a range of topics. Express her
own ideas.

How will you scaffold for this student?

I have provided this student with conversations starters (sentence frames) at each question
station. As well as a word wall of words, that could fill in the blank of the sentence frames.
Scenarios are presented in both English and Spanish.

Focus student #2 current EL level based on new ELP standards:

For your given product, describe what your focus student #2 can do according to the aligned
ELP Standard(s) listed above.
Participate in short conversational and written exchanges on a range of topics. Express her
own ideas. Restate some of the key ideas expressed.

How will you scaffold for this student?

I have provided this student with conversations starters (sentence frames) at each question
station. As well as a word wall of words, that could fill in the blank of the sentence frames.
Scenarios are presented in both English and Spanish.

Describe how you will build necessary background knowledge for your students.
Students will have prior knowledge of common discipline techniques and a working definition
of what discipline is.

Describe how you will teach the mortar words. (Also, show in video)
The use of sentence frames as well as word walls provided for each scenario they are
Name Shara Coffelt
Grade/Content Area High School-Family and Consumer Sciences
School Decatur High School
School District Decatur School District

presented.

Describe how you will teach the bricks of your lesson.

Students will have learned what discipline is as well as the pros and cons to common
discipline techniques through guided notes and in class discussions.

Describe the strategy you will use to structure student-to-student interaction.

Block Party: Students will be placed in groups and choosing a differing buddy to discuss
questions related to differing behavioral scenarios that children can place a parent in.
Students walked around the room responding to five different stations answering how they
would respond to a different behavioral issue on the front side of an index card. Students will
then discuss with their buddy their response an record their buddy’s responses on the back on
the index card. Students will have a different buddy at every scenario.
When all scenarios have been responded to students will return to their seats with their group
and complete a chart of how they would respond to all five of the different scenarios that will
be glued into their interactive notebook.

What language frames will be used during student-to-student interaction for ELs?
If my child were to use inappropriate language I would_____________________.
When I was a child if I said something inappropriate my parents
would_____________________.
I would teach my child to use appropriate language by_______________________.

If my child were to be caught in a lie I would _____________________.

When I was a child if I lied I would _____________________.
I would teach my child to not lie by _______________________.
If my child were aggressive towards other children, I would ___________________.
If my child were aggressive towards me I would _____________________.
I would teach my child to not be aggressive by _______________________.
If my child were to throw a temper tantrum I would _____________________.
When I was a child if I threw a temper tantrum _____________________.
I would teach my child to throw a temper tantrum by _______________________.
If my child were to not want to eat something I would _____________________.
When I was a child if I didn’t like to eat something my parents would
_____________________.
I would introduce my child to new foods by _______________________.

How are you grouping students? Students are grouped with individuals they will work well with
and not distract one another with. Students sometimes are allowed to pick their groups, but
are often given a group.

Why do you plan to group your students this way? Students tend to achieve more if they are
on task and working with someone they are comfortable with, but not distracted by.
How does your grouping support your ELs?
ELs are grouped with at least one other EL student. This allows them to support each other.

How will you formatively assess your EL students during the lesson?
Name Shara Coffelt
Grade/Content Area High School-Family and Consumer Sciences
School Decatur High School
School District Decatur School District

The completion of both the front and backsides of note cards. As well as the completion of the
chart at the end of the exercise.

Lesson Sequence: Outline the steps of your lesson prior to implementation. Remember

1. Students start of the unit with a word wall of vocabulary terms that will be used throughout
the unit.
2. Students will be given prior knowledge on discipline as well as common discipline
techniques through the use of guided notes and in class discussions.
3.
4.
5.
6.
7.
8.
9.
10….

Rubric: Cut and paste your rubric into this document here.