Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Mariah Irizarry Grade: 4th Grade

Date of lesson: 10/22/2020 Subject: Arts/ 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 to create a project relating to Ancient Egyptian Culture
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 being informed on other cultures benefit our way of living.

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 - 9.2.3.G: Relate works in the arts to geographic  The students will be able to relate works in the arts to geographic
regions: regions through discussion of what the students learned about
o Africa Ancient Egypt.
o Asia  The students will be able to identify the physical characteristics of
o Australia place and regions through discussion of what the students learned
o Central America about Ancient Egypt.
o Europe  The students will be able to describe in depth a character, setting
o North America or event in a story or drama, through discussion based on the story
o South America shown in class.
 Standard - 7.2.3.A: Identify the physical characteristics
of places and regions.
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 Wilkes University Lesson plan TEMPLATE
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 Standard - CC.1.3.4.C: Describe in depth a character, setting or

event in a story or drama, drawing on specific details in the text.

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
of students’ prior understanding, skills, and How will the teacher candidate assess assessment)
beliefs either formally or informally? children's emerging knowledge and skills How will the teacher candidate assess
during instruction-- Are they building children’s knowledge and skills after
knowledge? instruction? How will the teacher candidate
know they learned and performed what was
targeted?
The teacher will begin by asking the students if The teacher will ask the students questions The teacher will ask the students questions
they recall where we will be learning about the about the PowerPoint throughout the lesson during their pyramid building time in small
next couple of days. The teacher will ask the presentation. groups.
students if they can share any information
about Ancient Egypt or Ancient Egyptians. Rationale: This was chosen to assess the Rationale: This assessment will allow the
students’ knowledge during the presentation of teacher to collect information through a verbal
Rationale: This will help the teacher decided the lesson. assessment for students in a smaller group
where to start with the students. setting.
How will this inform instruction? The teacher
How will this inform instruction? This will will be informed as to what the students are How will this inform instruction? The teacher
help the teacher collect information regarding understanding about the topic. will be able to gather the information during
what they students already know about the the time the students are completing the project
subject. in their group.

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 Wilkes University Lesson plan TEMPLATE
(Revised 2020)

PART 2: Lesson Implementation

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)
 PowerPoint Presentation
 Smart board
 Projector
 Laptop
 Glue
 Notebooks
 Pencils
 Toothpicks
 Reflection worksheet
 Trial worksheet
 Read aloud book
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)
 Students will be seated at their assigned seats
 The teacher will be in the front of the room
 The students will be facing the board
 During the project students will be with a partner
 During the lesson presentation and reading the students will be in whole group

Expectations: What expectations will the teacher candidate have for the students? How and when will they be communicated those to students?
 The students will raise their hand to ask or answer a question.
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 The students will remain in their seats.

 The students will remain quiet during the presentation, unless asking questions
 The students will respect the class rules, the teacher, and their classmates.
 The students will work with their partner in an appropriate voice levels
 The students will be safe with the materials
 The students will take notes during the presentation.
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 introduce the lesson by asking the preassessment questions
 The teacher will begin sharing the PowerPoint.
 The teacher will ask questions while presenting the lesson
 The teacher will call on students by asking for volunteers
 The teacher will play the videos in the PowerPoint.
 The teacher will pause randomly and ask questions about the story being read.
 The students will work with their partners to build their pyramid
 The teacher will announce when it is time to transition to their groups.
 The teacher will announce when it is time to transition into their reading.

Strategies, tools, resources, methods: What strategies, tools, resources and methods will the teacher candidate use (i.e. behavior charts,
warnings, timers, technology, positive behavior supports)?
 Whole group strategies
 Partner work
 Question and answer
 Technology
 PowerPoint Presentation
 Smartboard
 Laptops
 The teacher will record student’s behavior 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?
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What will students do it they complete the task quickly?

 The teacher will not allow the students to work on groups.
 The students will lose time to complete their pyramids.
 The students will work on other assignments

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 by asking the students if they  The students will be answering the questions asked.
“the opening” recall where and who they will be learning about the  Students will be demonstrating their knowledge by
next couple of days sharing what they know the topic.
 The teacher will ask the students if they can share any  The students will be in whole group
information about Ancient Egypt or Ancient Egyptians
 The teacher will share with the students the plan for the
day.
o The teacher will share that they will be going
through a PowerPoint
o The teacher will share that they will listen to a
read aloud
o The teacher will share they will be working on a
project together.
Explore  During the PowerPoint the teacher will introduce the  The students will follow along in the PowerPoint.
“active learning” students to different content.  the students will take notes during the PowerPoint
 The teacher will introduce different experiences presentation.
throughout the read aloud.  The students will follow along with the video of the

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read aloud.

Explain  The teacher will use the PowerPoint for most of the  The students will be answering questions.
“how will the instruction.  The students will ask questions.
teacher instruct?”  The teacher will pause and ask questions about the  The students will share more of their knowledge about
PowerPoint and knowledge from the students. Ancient Egypt.
o Why do you think they did that?  The students will be taking notes.
o Do you think the pyramids still stand?
 The teacher will reexplain certain parts of the
PowerPoint.
Elaborate  The teacher will pause the PowerPoint and ask the  The students will be answering questions.
“ongoing checks students questions.  The students will have the opportunity to ask questions
for understanding” o Do you know why they wrote on caves?  The students will be raising their hands for both.
o Do you think the hieroglyphics were hard to
learn?
 The teacher will pause the video of the read aloud and
ask questions.
o What were the Ancient Egyptians doing in the
town?
o What are some of the steps to making papayas?
o What kind of crops did they grow?
 The teacher will finish presenting the PowerPoint.
 The teacher will pause the video halfway through.
 The teacher will introduce the project.

Evaluate  The teacher will ask the students questions while they
“closure” are working in their pyramid groups.
 The teacher will ask questions about the pyramid, the
PowerPoint, and the read aloud.
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 The students will work on their pyramid with their
partner.
 The students will answer questions about the
PowerPoint, project, and the read aloud.
 The students will complete their worksheets while
building their pyramids.
 Wilkes University Lesson plan TEMPLATE
(Revised 2020)

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 offer additional videos for gifted students to  Gifted students will be given the opportunity to work on gaining more
learn more about the topic. knowledge on Ancient Egypt.
 The teacher will allow gifted students to work  Gifted students have the opportunity to work independently.
independently.  Students who may struggle with projects have the opportunity to work
 The teacher will allow students to choose up to two others in larger groups.
for those who are struggling.  Students who struggle to learn through PowerPoints are able to learn
 A book and PowerPoint is introduced so students have throughout the read aloud video.
different means of instruction.

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 students will gain an understanding of others antecessors lives.
 Students will be introduced to different cultures and diversity.
 Students will be able to better understand others.

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

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students?
● If I were to teach this lesson again, what would I keep
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.)
outcomes?
 If you were to conduct this lesson with students, what do you feel
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?