Elementary and Early Childhood Education Lesson Plan One

Name: Bailiey Moore-Smith Date: 02/23/2021

Course: ECE 4410 Lesson Plan #: 1
Subject Area(s): English Langue Arts, Science Grade Level/Time Frame: 2nd 30-35 minutes

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom - There will be a smart board located in the front center of the
Context) classroom. The desks are arranged in rows. All desks are individual
which means no desks are touching. There is one table with three
students located at the front of the room in front of all the desks.
The desks are arranged like this due to Covid-19. I was not allowed
to change this for any of my lessons. The students have flexible
seating. The students sit on chairs, stools, pillow pets, and
inflatables. Most of the “special” areas in the classroom got taken
out because of Covid-19. There is a mini library with book boxes
and a resource section that has markers, counters, dominos, rulers,
highlighters, geoboards, etc. The technology in the classroom
incudes the smart board and individual laptops for each student. In
the school, there is a technology room called an iLab which focuses
on aeronautics.

Learner Description Number of students in class: 21

 Number of males: 13
 Number of females: 8
Learning Needs Number of Learning Needs
Students
Students w/ IEPs or 8 read aloud, preferential seating,
504 plans frequent breaks, paraphrased
directions, repeat directions, give
directions in small steps, visual
supports and aid, multi-sensory
approach, extended time, chunking
of assignments into small steps,
highlighters, word banks, help
boxes
Students w/ EIPs 0
English learners 8 Visual aids and support,
paraphrased questioning, check
lists, breaks, manipulatives,
repetition, first than language,
chunking of assignments into small
steps, read aloud, word banks,
sentence frames
Gifted 0
Students with gaps 0
in academic
knowledge
Other learning 3 EBD (emotional behavioral
needs disorder)
 BIP (behavioral intervention plan) 
ADHD 
ADD
Token economy (rewarded when
does well) 
Preferential seating 
Repetitive directions
Personal Assets, Cultural,
1
 Assets, Community
Assets (also referred to as
Funds of Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Prior Academic
Knowledge and
Prerequisite Skills
Overarching Goal, Big
Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
 Personal: How will you use students’ interests, knowledge,
everyday experiences, family backgrounds, etc. to support
learning?
- When asking my students what type of common animals they see
around where they live, on the playground, or at Merritt park, I
got a lot of responses involving frogs and butterflies. I will use
students’ interests to support learning by focusing my lesson on
the life cycles of butterflies and frogs. I couldn’t’ decided which
one to do because my students have interests in both, so I
decided to incorporate both.
 Cultural: How will you use students’ traditions, languages and
dialects, worldviews, literature, art, music, dance, etc. to support
learning?
- I will incorporate my students culture by using a dual version of
The Very Hungry Caterpillar which tells the story in English and
Spanish. I will also ask students if anyone can share with the class
any of our vocabulary words in Spanish.
 Community: How will you use students’ community resources, such
as local landmarks, community events and practices, etc. to support
learning?
- I will use students’ community resources to support learning by
focusing on life cycles of butterflies and frogs the students would
see at Merritt park. Merritt park is a local park very close to the
school that a lot of the students go to outside of school hours and
on weekends.
Reading Standard:
- ELAGSE2RI7 Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.
Science Standard:
- S2L1. Obtain, evaluate, and communicate information about the life
cycles of different living organisms. a. Ask questions to determine
the sequence of the life cycle of common animals in your area: a
mammal such as a cat, dog or classroom pet, a bird such as a
chicken, an amphibian such as a frog, and an insect such as a
butterfly.
What prior academic knowledge and/or prerequisite skills will this lesson
activate?
What prior academic knowledge and/or prerequisite skills will students need
for this lesson?
- For lesson one I will activate students’ prior knowledge about life
cycles of different living organisms. Students will need to have prior
knowledge of the difference between fiction and non-fiction text.
Students need to know what a picture is.
What are the important understandings and/or core concepts that you want
students to develop?
- Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
- Obtain, evaluate, and communicate information about the life
cycles of different living organisms
This (or these) should support the overarching goal, big idea, or essential
question(s); should be measurable; should indicate what students will be
able to do at the end of the lesson (These can be written as “I can”
statements)
a) The students will be able to explain the meaning being
conveyed in a picture.
- I can explain the meaning being conveyed in a picture.
b) The students will be able to ask questions to determine the
sequence of the life cycle of common animals in your area: a
2
 mammal such as a cat, dog or classroom pet, a bird such as a
chicken, an amphibian such as a frog, and an insect such as a
butterfly.
- I can ask questions to determine the sequence of the life cycle of
common animals in my area.

3
 Vocabulary: Includes Vocabulary Language Supports
words, phrases and symbols
used within disciplines. Multiple meaning words (if
 Multiple meaning words applicable): N/A
are words and phrases N/A
with subject specific
meanings that differ from
meanings used in
Academic vocabulary: Word Bank
everyday life (e.g., table,
Obtain
ruler, force)
Evaluate
 General academic
Communicate
vocabulary used across
Explain
disciplines (e.g.,
Clarify
compare, analyze,
Convey
evaluate)
Meaning
 Subject-specific
Subject-specific vocabulary: Animated Video/Song
vocabulary defined for
Metamorphosis Graphic Organizer
use in the discipline (e.g.,
Egg Spanish Version of The Very
vowel, numerator,
Larva Hungry Caterpillar
constitution,
caterpillar Word Bank
photosynthesis)
Cocoon
Pupa
Language Supports: instructional
Butterfly
supports that help students
Chrysalis
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3: Assessment Plan
Design
Assessment Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Framework Learning
Objective(s) or
Learning Target(s)
Reading Standard: Reading Standard: KWL Chart
- ELAGSE2RI7 Explain how The students will be - Students will write what they know,
specific images (e.g., a able to explain the wonder, and have learned about life
diagram showing how a meaning being cycles of common animals such as a
machine works) conveyed in a frog and butterfly.
contribute to and clarify picture. Performance Task
a text. - I can - Analyzing images of The Very Hungry
explain Caterpillar in pairs to explain the
Science Standard: the meaning being convey in a picture.
- S2L1. Obtain, evaluate, meaning
and communicate being
information about the conveyed
life cycles of different in a
living organisms picture.
Science Standard:
The students will be
able to ask
questions to
determine the
sequence of the life
cycle of common
animals in your
area: a mammal
such as a cat, dog or
classroom pet, a
bird such as a
chicken, an

4
 amphibian such as a
frog, and an insect
such as a butterfly.
- I can ask
questions
to
determine
the
sequence
of the life
cycle of
common
animals in
my area.

Type of Assessment Format of Supports, Evaluation Criteria

Assessment (e.g., Accommodations, How will you know
quiz, test, checklist, Modifications or measure if the
KWL chart, (Differentiated students have met
performance task) Assessments, the learning
Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment N/A N/A N/A

Formative assessment(s) 1) KWL Chart Students w/ IEPs or I will know the

2) Performa 504 plans students have met
nce Task read aloud, the requisite skills
preferential seating, along the way by
frequent breaks, observing the
paraphrased students KWL charts
directions, repeat to see what they
directions, give have learned about
directions in small different living
steps, visual supports organisms after the
and aid, multi-sensory first lesson. I will also
approach, extended know if the students
time, chunking of have met the
assignments into small requisite skills along
steps, word bank the way by having a
check list and
English Language observing them
Learners during the pair
Visual aids and inferencing activities
support, paraphrased to see which
questioning, check students are having
lists, breaks, difficulties conveying
manipulatives, the meaning of
repetition, first than images. The KWL
language, chunking of chart and check list
assignments into small will help me assess
steps, read aloud, which students need
word banks further explanation,
which students
Other Learning Needs understand the
Token economy meaning being
(rewarded when does conveyed in a
well)  picture, and which
Preferential seating  students will be able
Repetitive directions to explain how
specific images
clarify a text.

5
 Summative assessment(s) N/A N/A N/A

Pre-Assessment Data Summary

N/A: Results from this lesson will allow me to gauge which students can explain the meaning being conveyed
in a picture. I will use these results to determine whether to re-teach how images can convey meaning or to
move on to explaining how specific images clarify a text.

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create
Learning Images/Read aloud from The Very Hungry Caterpillar (Spanish and
Activities English Version):

Carle, E. (2020). The very hungry caterpillar = La

oruga muy hambrienta. New York: World of
Eric Carle.

Online Song Animation:

- nearpod I created:
https://share.nearpod.com/A2PpJfyFJdb

Student Resources:
- Pair Share Chart

- KWL Chart:

- Analyzing images from the book:

Carle, E. (2020). The very hungry caterpillar = La

6
 oruga muy hambrienta. New York: World of
Eric Carle.

- Graphic organizer on the life cycle of a butterfly:

- Word Bank:
Subject Specific Vocabulary
English Word English Spanish Word Spanish
Definition Definition
Metamorphosis The process of Metamorfosis El proceso de
change in an cambio en un
insect from insecto de
immature forma
form to adult inmadura a
form. forma adulta.

Egg Stage one of huevo de Etapa uno del

butterfly life mariposa ciclo de vida
cycle. de las
mariposas

Larva Stage two of larva Etapa dos del

butterfly life ciclo de vida
cycle. de las
mariposas.

Caterpillar Stage two of oruga Etapa dos del

butterfly life ciclo de vida
cycle. de las
mariposas.

Cocoon Hard shell that capullo Cáscara dura

forms around que se forma
a butterfly alrededor de
during the una mariposa
stage three. durante la
tercera etapa.

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 Pupa Stage three of crisálida Etapa tres del
butterfly life ciclo de vida
cycle. de las
mariposas.

Chrysalis Stage three of crisálida Etapa tres del

butterfly life ciclo de vida
cycle. de las
mariposas.

Butterfly Final stage of a mariposa Etapa final del

butterfly life ciclo de vida
cycle. de una
mariposa

Academic Vocabulary
Obtain Get, acquire, or obtener obtener,
secure adquirir o
asegurar

Evaluate assess evaluar evaluar

Communicate Share or comunicar compartir o
exchange of intercambiar
information información

Explain Making an idea explique aclarar una idea

clear by describiéndola
describing it in con más detalle
more detail
Clarify Make a aclarar hacer una
statement less declaración
confusing and menos confusa
more y más
comprehensible comprensible

Convey Make an idea transmitir hacer una idea

known or conocida o
understandable comprensible
to someone para alguien

Meaning What is meant sentido qué se entiende

by a word, por palabra,
concept, or concepto o
action. acción

- English Language Learner Check List

Check List in English Check List in Check Marks
Spanish
1) Fill out what you 1) Complete lo
Know and que sabe y se
Wonder about life pregunta sobre
cycles of living los ciclos de vida
organisms in the de los organismos
KWL chart. vivos en la tabla
KWL.

2) Watch video with 2) Ver video sin

no sound. sonido. Haga una
Brainstorm about lluvia de ideas
8
 the meaning sobre el
being conveyed in significado que se
the pictures. transmite en las
imágenes.

3) Watch the video, 3) Mire el video,

again, with sound nuevamente, con
to see if you knew sonido para ver si
what the song sabía de qué se
was about before trataba la canción
listening to it. antes de
escucharla.

4) Get in pairs for an 4) Formar parejas

activity para una
actividad

5) Each pair will be 5) A cada pareja

given one picture se le dará una
and a prediction imagen y una
worksheet. You hoja de trabajo
will think-pair- de predicción.
share about the Pensarás,
meaning being compartirás en
conveyed in the pareja sobre el
picture. As a pair, significado que se
write what you transmite en la
think the meaning imagen. En
being conveyed in pareja, escriban
the picture is. cuál creen que es
el significado que
se transmite en la
imagen.

6) Mrs. Moore-Smith 6) La Sra. Moore-

will read the story Smith leerá la
aloud by calling historia en voz
on students to alta pidiendo a los
explain the estudiantes que
meaning of their expliquen el
picture when Mrs. significado de su
Moore-Smith flips imagen cuando la
to their image in Sra. Moore-Smith
the story. cambie a su
imagen en la
historia.

7) Mrs. Moore-Smith 7) La Sra. Moore-

will re-read The Smith volverá a
Very Hungry leer La oruga muy
Caterpillar using hambrienta
the authors usando las
words. palabras del autor

8) Now, go back to 8) Ahora, regrese

your prediction a su hoja de
sheet and write predicciones y
what actually escriba lo que
happened. realmente
sucedió.

9) Lastly, compare 9) Por último,

9

Technology Connection
Connection to the Arts
Supporting Diverse Learners
what your group compare lo que
said on the dijo su grupo en
prediction section la sección de
of the worksheet predicción de la
to the what hoja de trabajo
happened section. con la sección de
Think about how lo que sucedió.
the meaning of Piense en cómo
the story was se transmitió el
conveyed through significado de la
the use of images historia mediante
before Mrs. el uso de
Moore-Smith read imágenes antes
it aloud. de que la Sra.
Moore-Smith la
lea en voz alta.
- I will use technology to enhance student learning through a
visual animation of a song on Flocabulary about life cycle
changes of butterflies and frogs that explains various
vocabulary terms such as metamorphosis, metamorphosis,
egg, larva, caterpillar, cocoon, pupal, butterfly, and frog.
- Students will use technology to enhance their learning by
paying close attention to the images in the video. I will play
the first minute of the video without sound. After that
minute is up, I will ask the students to take a few moments to
quietly brainstorm about the meaning being conveyed in the
pictures. After the video plays and the students have one or
two minutes to quietly brainstorm, I will ask them to raise
their hands and tell me what they think the song will be
about based on the pictures. After I get a few students to
share what they believe the meaning being conveyed by the
pictures is, I will play the video with sound. This will allow the
students to see that they knew what the song was about
before even listening to it. I believe this activity will show
them that pictures convey meaning because they will have
constructed some meaning of the song before listening to it
and just by analyzing the images.
- I will incorporate music into the lesson through a song/visual
animation on Flocabulary about life cycle changes of
butterflies and frogs that explains various vocabulary terms
such as metamorphosis, metamorphosis, egg, larva,
caterpillar, cocoon, pupal, butterfly, and frog.
- I will support my students with IEPs or a 504 plan by
differentiating content through reading aloud The Very
Hungry Caterpillar, providing preferential seating, giving
frequent breaks, paraphrasing directions, repeating
directions, giving directions in small steps, extending time,
chunking assignments into small steps, and a word bank that
explains the subject specific and academic vocabulary. I will
also support my students with IEPS or 504 plans by using
visual supports and aid and a multi-sensory approach
through the use of the Flocabulary video, re-aloud of The
Very Hungry Caterpillar, and pair share image activity.
- I will support my students who struggle with English
language by differentiating the content through using visual
aids and support such as a Spanish version of The Very
Hungry Caterpillar and the visual animation of a song on
10

Culturally Responsive Teaching
Research and Theory, or Principles
of Child Development
Higher Order Thinking Questions
(HOTQs)
Flocabulary about life cycle changes of butterflies and frogs
that explains various vocabulary terms such as
metamorphosis, metamorphosis, egg, larva, caterpillar,
cocoon, pupal, butterfly, and frog, paraphrasing questions,
providing check lists of task and directions to follow
throughout the lesson, providing breaks, using repetition,
chunking of assignments into small steps (see checklists for
example), reading aloud the The Very Hungry Caterpillar dual
version in Spanish and English, and providing word banks for
academic and subject specific vocabulary
- I will support my students with other learning needs such as
EBD (emotional behavioral disorder), BIP (behavioral
intervention plan), ADHD (Attention Deficit Hyperactive
Disorder), and ADD (Attention Deficit Disorder) by
differentiating content through the use of Token economy
which means rewarding students when they’ve done well,
preferential seating and preferential think-pair-share
partners, and repetitive directions.
 Personal:
When asking my students what type of common animals they see
around where they live, on the playground, or at Merritt park, I got a
lot of responses involving frogs and butterflies. I will use students’
interests to support learning by focusing my lesson on the life cycles of
butterflies and frogs. I couldn’t’ decided which one to do because my
students have interests in both, so I decided to incorporate both.
 Cultural:
I will incorporate my students culture by using a dual version of The
Very Hungry Caterpillar which tells the story in English and Spanish. I
will also ask students if anyone can share with the class any of our
vocabulary words in Spanish.
 Community:
I will use students’ community resources to support learning by
focusing on life cycles of butterflies and frogs the students would see at
Merritt park. Merritt park is a local park very close to the school that a
lot of the students go to outside of school hours and on weekends.
The learning theories that guided my lesson plan was the social
constructivist learning theory and scaffolding. The theorist that helped
guide my lesson plan instruction were Burner, Vygotsky, and Lyman.
These theories are applicable because I incorporate activities such as
Think-Pair-Share which is an activity create by Lyman that is based on
the social constructivists learning theory. Think-Pair-Share emphasizes
student collaboration which promotes more in-depth understanding.
These theories are applicable to my learning objective because
students are collaborating with one another to understand the
meaning being conveyed in a picture and the sequence of the life cycle
of common animals at a higher level.
1) Demonstrate what you know and wonder about life cycles of
common animals in your area: a mammal such as a cat, dog
or classroom pet, a bird such as a chicken, an amphibian such
as a frog, or an insect such as a butterfly. (Level 3: applying)
2) Raise your hands and predict what you think the song will be
about based on the pictures (Level 5: evaluating)
3) Predict what the story will be about using the image(s) I gave
your pair. (Level 5: evaluating)
4) Examine the differences and similarities between what your
pair said on the predictions section of the worksheet
between what happened in The Very Hungry Caterpillar.
(Level 3: applying)
5) Refer back to your KWL chart to construct what you have
now learned about the life cycles of different living
11
 organisms. (Level 6: creating)

Instructional Strategies and I do:

Learning Tasks I will activate students’ prior knowledge by passing out a KWL chart. I
will ask students to demonstrate what you know and wonder about life
cycles of common animals in your area: a mammal such as a cat, dog or
classroom pet, a bird such as a chicken, an amphibian such as a frog, or
an insect such as a butterfly. I will observe and use the KWL charts
throughout the lesson to catch any prior misconceptions students may
have regarding the life cycles of common animals. While the students
have a few minutes to write about what they know and wonder, I will
pass around word banks of academic and subject specific vocabulary
students will need for this lesson. Students can use these word banks
as a resource to refer back to throughout the lesson. After the students
have a few minutes to fill out the know and wonder section of the
KWL, I will define new vocabulary words that the students will be using
throughout the next few lessons. I will introduce this through a visual
animation of a song on Flocabulary about life cycle changes of
butterflies and frogs that explains various vocabulary terms such as
metamorphosis, metamorphosis, egg, larva, caterpillar, cocoon, pupal,
butterfly, and frog. I will play the first minute of the video without
sound.

We do:
After that minute is up, I will ask the students to take a few moments
to quietly brainstorm about the meaning being conveyed in the
pictures. After the video plays and the students have one or two
minutes to quietly brainstorm, I will ask the students to raise your hand
and predict what you think the song will be about based on the
pictures. After I get a few students to share what their predictions on
the meaning being conveyed by the pictures is, I will play the video
with sound. This will allow the students to see that they knew what the
song was about before even listening to it. I believe this activity will
show them that pictures convey meaning because they will have
constructed some meaning of the song before listening to it and just by
analyzing the images.

You do:
Next, I will place the students in pairs to do an image analyzing activity
with the book The Very Hungry Caterpillar. I will provide each pair one
to two images from the book and a making predictions worksheet.
Before reading the story the students are challenged to use those
images to make inferences and predict what the story will be about. I
will ask students to predict what the story will be about using the
image(s) I gave your pair. Each pair will write down what they predict
the meaning of the story will be from their image(s). I will flip through
the story with the whole group and have each pair share with the class
what they believed the meaning of the story from their image. Then, I
will re-read the story, but this time I will say what the author actually
wrote. I will ask the students to examine the differences and
similarities between what your pair said on the predictions section of
the worksheet between what happened in The Very Hungry Caterpillar.
This activity will help students understand that pictures convey a
meaning and help us understand what the author is telling us about. As
the students are examining the differences and similarities between
what your pair said on the predictions section of the worksheet
between what happened in The Very Hungry Caterpillar they should fill
in the what happened section of the making a prediction work sheet.
Then, I will go through a virtually interactive live paced Nearpod on the
life cycle changes of a butterfly. After the activity, I will ask students to
refer back to your KWL chart to construct what you have now learned

12
 about the life cycles of different living organisms.

Lesson Closure This lesson will help students understand that pictures convey a
meaning. Pictures help students understand what the author is telling
them about.
Students will compare what they said, in pairs, on the prediction
section of the worksheet to the what happened section. Students will
think about how the meaning of the story was conveyed through the
use of images before Mrs. Moore-Smith read it aloud. At the end of
the lesson, I will have students refer back to their KWL chart to fill in
what they have now learned about the life cycles of different living
organisms. I believe this lesson will provide students an opportunity to
see that pictures convey meaning because they will have constructed
some meaning of the story before listening to it and by solely analyzing
the images.

Re-teaching, Re-Engagement, One new strategy I could use to re-teach the content for students who
Practice did not successfully meet the learning objective would be to do an
image and text sorting activity with a book the students are familiar
with. Hoping the repetition of using a book they have seen multiple
times will help connect how the author conveys his meaning through
the use of images. I can also model how I figure out the message an
image is trying to convey before I read story.
Extensions One new strategy for enriching and extending the content and skills for
students who successfully met the learning objective by having
students do a gallery walk. Due to Covid-19, I believe this gallery walk
would be done just as well on a Scoot! activity recording sheet. I would
have different articles and texts about the life cycles of different living
organisms. The students would read the text or article up on the wall
or in the QR code. The students would be asked to find images, also
posted on the wall or in a QR code, that they believe match or describe
the article or text. This gallery walk gives students the opportunity to
learn that authors include images that align with the text in the page or
article. Students would learn that authors provide visuals to emphasize
the information they’re trying to get across, clarify their ideas, or to
help make the text easier for the readers.

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