EDUC 230 Blank Lesson Plan Template

(adopted from Centenary University EDU2003 Lesson Plan Using the edTPA Framework)
Your Name: Emily Weigand
Grade level this plan is for: Materials you’ll use: Long popsicle sticks, short popsicle sticks, placemats, crayons, markers, letter worksheet,
smartboard, and dry erase board in classroom
Kindergarten

Central Learning Focus and Planned Learning Outcomes

Central Focus What is a diagonal line and what letters do we use them to write? A diagonal line is a slanted line, and they are used to make letters such as
“V” and “M”.
(Content)

ELA Anchor Standard NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
Standards for
Mathematical Practice

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into
categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Learning Standard(s) for
the Central Focus L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Print many upper-
and lowercase letters.

Students will be able to identify diagonal lines in a picture.

Objectives based on the Students will be able to create diagonal lines.
Learning Standards listed Students will be able to apply diagonal lines to letters when writing.
above Students will be able to analyze letters and break them down by each individual line.
Students will be able to recall what sound the letters “m” and “v” make, and identify some words that begin with these letters.

Prior Academic Students will need to be able to identify what the letters “M” and “V” look like, and they will also need to know how to count to at least 4.
Knowledge

Some students may have a hard time identifying the diagonal lines on the worksheet and connecting them to the lines in the letters “M” and
Anticipated Issues “V”. This can be resolved by using the popsicle sticks on the worksheet to show where the lines are, and then using those same popsicle
sticks to create a letter.

Language Used Diagonal line - A straight line that is set at an angle instead of straight up or across; used to connect one corner to the opposite corner
(Vocabulary, Syntax,
Discourse)
Meeting the Language The phrase “diagonal line” will be clearly displayed on the white board with an example of a diagonal line next to it. There will also be an
example of a straight line so the students can identify the difference between the two.
Demands
Assessment Type
Assessment Task
(Informal or
Description
Formal)
(Student Tasks)
Students will gather on the rug in
front of the white board, and will be
shown the difference between
straight and diagonal lines. These
will be shown on the board with the
Informal proper labels so students can start to
associate the spelling to the picture.
(During Instruction)
Then they will follow along and
hold their fingers up in the air and
draw an imaginary diagonal line,
making sure to start at the top. Then
they will do the same with a straight
line.
Informal
(During Instruction)
Formal After reviewing diagonal lines as a
(After Instruction) class, students will be split up into
two groups and go to centers. One
center will have multiple caddies
full of crayons and markers, as well
as a roller coaster worksheet. The
Academic Language Demands
Assessment
Evaluation Criteria and Feedback for Students
Planned Modifications to
(Teacher Tasks - What evidence of student learning related to the
Assessment Tasks
learning objectives and central focus does the assessment task
provide? What feedback will you provide the students?)
If it seems that the students are not By having the students follow along and trace the lines in the air, I will be
processing the information, then able to clearly see right then and there who is grasping the concept and
physical objects can be incorporated, who is not. If I notice that a student is every line correctly, I can let them
such as a ruler or yard stick. Each know they are doing a great job so they are aware they are doing it the
student can pass around the ruler right way. However, if I notice that a student is not grasping the idea, I can
and hold it on an angle to either pair them up with a student that is doing it correctly so they can help
demonstrate a diagonal line, and out one-on-one, or I can go over it again for the student.
then hold it vertical or horizonal to
demonstrate a straight line.
Some students may need more A teacher or aid will be observing at both centers and will help a student if
guidance, which is when they would they notice that they are not grasping a concept. After students are done
either be paired up with a student with the worksheets, they will be collected and looked over by a teacher. If
that is confident in this lesson, or someone is noticeably struggling, they will be given one-on-one help.
they would receive a one-on-one
explanation from one of the
students will be instructed to take a teachers.
seat at the table and choose
whichever color crayon or marker
they want. They will then be told to
find the diagonal lines on the
worksheet, and trace them with their
writing utensil. They will be shown
one example on the worksheet, then
supervised as they complete it to the
best of their abilities on their own.
At the other center, each student
will take a seat on the carpet facing
the board and placemats will be
passed out along with short and long
popsicle sticks. Students will be
asked to create the letter “m” with
the sticks, making sure the different
length ones are used in the right
places. After that, students will be
asked to make the sound that “m”
makes. Then they will be asked to
think of as many words that start
with “m” as they can. After
discussing that for a few minutes,
students will finally trace over their
creations with their fingers,
pretending to write the letter. They
will be reminded to always start
their lines at the top and work their
way down. The same procedure will
be repeated with the letter “v”.

Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or Evaluate)
Closure
How does your lesson plan My lesson plan includes language arts by having the students not only write letters, but also sounding them out and applying them to whole
include language arts, words. My plan also incorporates math by having them count out how many popsicles sticks they will need to create each letter, as well as
math, or social studies incorporating angled lines.
content?
Extension Activity
Differentiation/Planned
Additional Support
(Special Needs, ELL,
Gifted, Apathetic)
Instructional Strategies and Learning Tasks
 Engage- Students will be asked to sit on the carpet, and they will be asked what letters they think they are going to learn about that
day. After a few guesses, they will be told they are going to learn about the letters “m” and “v”. Then they will be informed that
they are going to watch two really fun videos about the letters. They will also be asked to pay attention to the sounds each letter
makes, and how to write them.
o Then they will watch both videos, taking a little break in between to discuss what they saw and what stuck out to them.
o After the video, there will be a short discussion where the students will lead the conversation, reporting back what they
learned.
• Explore – After the video discussion, the students will watch the two types of lines get written on the board, and then they will be
asked to try tracing a diagonal line in the air with their fingers. It will be made clear to the students that it is perfectly fine if they
do not get it right the first couple of times, since this is everyone’s first time doing it. If needed, the idea of diagonal lines will be
explained again, this time at a slower pace.
• Explain – Explaining will be done in the part where the students follow along and then repeat the information back by tracing the
lines.
• Elaborate – This is when the connection from the lines to the letters will be made clear to the students. On the board, straight and
diagonal lines will be incorporated in the creation of the letters “m” and “v” specifically.
• Closure- For a closing to this lesson, students will be asked to turn to the person sitting closest to them and demonstrate how to
draw an “m” and a “v” in the air using the diagonal and straight lines they were taught.
If students finish the activity early, they can color in the rest of their worksheet and also try to outline more diagonal lines if they did not
finish before. They can also flip the worksheet over and try writing “m” and “v” if they are up for the challenge.
Materials
A ruler and a yard stick will need to be ready in case there are learners who need a different approach. These can be used to demonstrate the
difference between a straight “up and down” line and a diagonal line.
Instruction
Because the class will already be divided into two groups, the teacher will have fewer students to focus on at once, making it more personal.
If a particular student is not grasping the concept, the teacher will have the opportunity to explain one on one.
 Teaching Analysis
(You do not need to complete this section.)
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
 Letter “M” video - https://www.youtube.com/watch?v=Nvn9QvV7Aqk
 Letter “V” video - https://www.youtube.com/watch?v=PA47cP88ySw
 Worksheet - https://i.pinimg.com/originals/31/09/01/3109011bff28f76f715677f7e8f32804.gif