Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Mariah Irizarry Grade: Kindergarten

Date of lesson: 09/20/2021 Subject: Social Studies

Goal or purpose of lesson

A statement or overarching idea that is broad and applicable to similar topics.
 The students will be able explain appropriate classroom behaviors.
Essential question (200 level)
An open-ended question based on the goal aimed to be thought provoking and generate student inquiry. Essential questions should be broad
enough to be considered over time and in multiple contexts.
 How can understanding appropriate behavior benefit your daily lives.

Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)

What are the standard(s) addressed in this lesson? Include number and What the students will be able to do - Specific knowledge and
text of each standard being addressed in the order they occur in the performances, developmental outcomes, expected student actions.
instructional delivery. Refer to http://www.pdesas.org INCLUDE (and use color coding): CONTENT (what are the students
learning – look to the standard), ACTION (how will the students
demonstrate their learning), MEASURE (how well they need to do it)
NOTE: Degree of mastery does NOT need to be in a percentage.
Standard(s): Objective(s):
 Standard - 5.2.K.A Identify responsibilities at school.  The students will be able to identify appropriate classroom
 Standard - 5.2.K.D Explain responsible classroom behavior. behavior during a classroom discussion.
 The students will be able to explain responsible classroom
behaviors to complete a YES/NO game.
Assessment Plan: (NAEYC 3b)
How will the teacher candidate know students have achieved the objectives? Describe the entire assessment plan including prior to beginning the
lesson, during the lesson, then following up after the lesson. For the prompt “Rationale”- provide a brief description of why the particular
assessment was chosen. For the prompt “How will this inform instruction,” provide a brief description of what information this assessment will
provide the teacher.
Pre-Assessment Checking for Understanding Post-Assessment
How will the teacher candidate gather results (Formative assessment) (Can be a formative or summative
1

of students’ prior understanding, skills, and
beliefs either formally or informally?
The teacher will begin with asking the students
if they recall the story read during the first
week of class. The teacher will introduce the
story NO David!. The teacher will introduce
the author and illustrator. The teacher will hold
a discussion about appropriate classroom
behaviors.
Rationale: This will allow time to learn what
the students remember about the story that was
read.
How will this inform instruction? This will
help the teacher decide what to ask the students
while reading the story.
Resources/Materials: (NAEYC 1c)
What materials will the teacher candidate use? List all books, materials, technology/media and materials used in lesson and/or as a resource.
USE APA formatting. Provide a brief description of how the resources/materials meet the four critical features (health/safety, respect for diversity,
supportive, and challenging)
 Shannon, D. (1998). No, David! Blue Sky. To support diverse learners.
 Yes card for activity to challenge students
 No card for activity to challenge students
 Classroom rules to promote safety.
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)
How will the teacher candidate assess
children's emerging knowledge and skills
during instruction-- Are they building
knowledge?
The teacher will ask the students what David
should have done differently in the story. The
students will be asked whether what David is
doing is a yes, David or no David. Or good, or
bad.
Rationale: This will help the students learn
about appropriate and responsible behavior.
How will this inform instruction? This will
help the teacher understand whether the
students are understanding what is right from
wrong in school.
PART 2: Lesson Implementation
assessment)
How will the teacher candidate assess
children’s knowledge and skills after
instruction? How will the teacher candidate
know they learned and performed what was
targeted?
The teacher will have the students take turns
deciding whether certain cards are good or bad
choices. If they are bad choices the teacher will
ask the students” How could we make it a yes
David” choice.
Rationale: This will help the students practice
what they just learned.
How will this inform instruction? This will
help the teacher decide whether the students
understood the point of the lesson and the
story.
 Wilkes University Lesson plan TEMPLATE
(Revised 2020)

 Class carpet to support whole group activities

 timer
Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
The teacher candidate will provide a brief explanation of the student behaviors expected, how the teacher will communicate these expectations
and what consequences are involved throughout the lesson. Provide a brief explanation of all strategies, tools, resources and/or methods the
teacher candidate will use to manage the students throughout the lesson. Consider the groupings that have been chosen (small group, large
group, individual), transitions, and/or how to maintain focus and engagement with the content and materials throughout.
Physical arrangement: How will the teacher candidate arrange themselves and the students (location in the classroom, seating, groupings)?
Explain how the groupings will be determined (i.e. small groups – heterogeneously mixed)
 The teacher will be at the front of the room during the lesson.
 The teacher will walk around and assist students during independent work.
 The students will be at the carpet.
 The students will be facing the teacher during the reading.
 The students will be facing the whiteboard during the yes/no game.
Expectations: What expectations will the teacher candidate have for the students? How and when will they be communicated those to students?
 The students will follow classroom rules.
 The students will raise their hands to ask and answer questions.
 The students will respect their peers, themselves, the teacher, and school property.
 The students will be in their seats during the lesson.
 The students will follow carpet rules.
Processes and procedures: What processes & procedures will the teacher candidate use (i.e. how will transitions be managed? how will students
be chosen? how will attention be gathered and/or refocused? how will materials be distributed/prepared?) How and when will they be
communicated to students?
 The teacher will ask pre-assessment questions to the class.
 The teacher will pause and ask questions during the reading.
 The teacher will call on students raising their hands.
 Materials will be prepared prior to the start of class.
 The teacher will announce transitions verbally when time to transition.
 The teacher will gather attention verbally.
Strategies, tools, resources, methods: What strategies, tools, resources and methods will the teacher candidate use (i.e. behavior charts,

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warnings, timers, technology, positive behavior supports)?

 Timer
 Classroom rules charts
 Whole group
 Question and answer
 The teacher will record students’ behaviors with a chart independently.
Consequences and alternate plans: What will occur if students do not meet the expectations and/or require a more extensive management plan?
What will students do it they complete the task quickly?
 The students will lose time of play at the end of the day.
 The students will work on other assignments.
 The students will lose the opportunity to earn super bucks.
Learning Experience – Step-by-step plan: (NAEYC 5b)
Provide a sequence of the lesson illustrating how all objectives are met within the allotted (yet flexible) time frame. Show the logical flow
including an engaging opening, designed learning experiences, ongoing checking for understanding, and closure. This step-by-step plan should be
illustrating exactly what you plan to do in teaching this lesson. Be thorough. A substitute should be able to carry out the lesson from this plan.

Process Steps Teacher Students

guided by the What questions (include Higher Order Thinking) will the What will students do? What tools will students use? Where in
5 E’s teacher candidate ask? What will the teacher candidate do, the classroom are the students? How will students be
say, and/or write? What tools will the teacher candidate use? grouped?
Engage  The teacher will begin with asking the students if they  The students will be at the carpet.
“the opening” recall the story read during the first week of class.  The students will be following carpet and classroom
 The teacher will introduce the story NO David!. rules.
 The teacher will introduce the author and illustrator.  The students will be raising their hands to ask and
 The teacher will hold a discussion about appropriate answer questions.
classroom behaviors.  The students will be in whole group.

Explore  The teacher will start by holding a discussion with the  The students will be at the carpet.
“active learning” students about appropriate and respectful classroom  The students will be following carpet and classroom
behaviors. rules.
 The teacher will remind the students of their classroom  The students will be raising their hands to ask and
rules.
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 The teacher will ask the students why they think these
rules are in place.
Explain  The teacher will explain the importance of rules.
“how will the  The teacher will explain the importance of appropriate
teacher instruct?” classroom behaviors.
 The teacher will provide students with positive
classroom behaviors.
 The teacher will provide students with examples of
poor classroom behaviors.
Elaborate  The teacher will ask the students what David should
“ongoing checks have done differently while reading the story.
for understanding”  The teacher will be ask whether what David is doing is
a yes, David or no David. Or good, or bad.
 The teacher will ask the students how he can change
his behavior to make a good choice.
Evaluate  The teacher will explain the activity the students will
“closure” be doing.
 The teacher will show the students yes David and no
David cards.
 The teacher will hold up the example cards.
 The teacher will explain she will read a card.
 The teacher will explain she will call on a student to
help her decide if it is a yes David or no David choice.
 The teacher will have the student walk to the board and
place the card where they believe it goes.
 If the card is placed into a good decision the teacher
will ask why they think it is a good decision.
 If the card is placed in a no David the teacher will ask
the student why and how the choice can be changed to
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answer questions.
 The students will be in whole group.
 The students will be at the carpet.
 The students will be following carpet and classroom
rules.
 The students will be raising their hands to ask and
answer questions.
 The students will be in whole group.
 The students will be at the carpet.
 The students will be following carpet and classroom
rules.
 The students will be raising their hands to ask and
answer questions.
 The students will be in whole group.
 The students will help determine if David is making a
good choice.
 The students will be at the carpet.
 The students will be following carpet and classroom
rules.
 The students will be raising their hands to ask and
answer questions.
 The students will be in whole group.
 The students will help determine if David is making a
good choice.
 The students will help explain why they are good
choices.
 The students will help change the bad choices to good
choices.
 The students will walk back to their seats.
 Wilkes University Lesson plan TEMPLATE
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a good choice.
 The teacher will do this for all of the choices examples.
 When the choices are finished the teacher will have the
students return to their seats.
Differentiation of instruction: (NAEYC 4c)
How will teacher candidates differentiate the lesson (content, process, product, affect) for a variety of learners (including gifted & talented,
special needs, ELL?) What strategies, supports, methods will the teacher candidate use and explain why? Must include a minimum of TWO ways
to differentiate.
How do you plan to differentiate? Why is this necessary?
 The teacher will help the students who struggle determine  The teacher will provide aid to ensure the student is receiving the help
whether the choice is a good or bad choice. they need to succeed.
 The students who excel would be offered the chance to  The teacher will allow the students who excel work to create their own
create their own version of a good choice card. to give them a more challenging experience.

Home/extension link: (NAEYC 2c)

PreK-4 students: How will the teacher candidate connect this plan to children’s home lives and/or community resources around you?
Middle/secondary students: What homework or extensions to the lesson?
 The teacher will share with the students how acting responsibly in certain environments makes a difference throughout their daily lives.

PART 3: Lesson Reflection

Reflection (Complete after the lesson is done): (NAEYC 4d)
Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses: These reflection questions are to be answered for lesson plan
● What went well? assignments that do not have a field component so teacher candidates
● What did I learn about planning and teaching? are not teaching their planned experience.
● What did my students learn?
● How do I know they learned?  What did you feel was the strongest part of the lesson? Why?
● What changes and/or improvements will I make in an  How does the lesson specifically promote positive student
effort to be more effective with this particular group of outcomes?
students?  If you were to conduct this lesson with students, what do you feel
● If I were to teach this lesson again, what would I keep
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the same and what would I change and why?
(NOTE: Your answers should provide a brief explanation of WHAT
HAPPENED to prompt this reflection – for example, do not just state
“I learned how important it is to be prepared” – you should also state
what occurred in the lesson that inspired this reflection.)
the students would enjoy most? Where do you feel they would be
most challenged?
 What are some questions you feel students may have after the
lesson and what do you think you could do to provide further
exploration, explanation, or examples?

200-Level Education Courses: In addition to the questions listed

above for 100-level Education courses, respond to the following
questions:
● How did I differentiate instruction to meet the needs of
my students?
● If I were to teach this lesson again, how could I further
differentiate to better meet the needs of the students?
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following
question:
● What classroom management strategies and techniques
did I implement? Were they effective?