GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN FORMAT

NAME: Reagan Mittler DATE: October 20th, 2021

COURSE: EDU 473 GRADE LEVEL: 2nd grade

I. TOPIC AND GENERAL GOAL

Following Direction

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CC.1.5.2.C: Ask and answer questions about what a speaker says to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.

III.LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

SWBAT to follow instructions by utilizing their listening comprehension skills.

IV. MATERIALS
1. Simon Says Tasks.
2. Jack Hartmann YouTube video.
https://www.youtube.com/watch?v=OhRQSOMRk_A
3. Listening practice worksheet.
4. Pencil.
5. Crayons.
6. Index cards.

V. A. INTRODUCTION (5 MINUTES)
- The teacher will tell the students that they will be learning to follow directions in the classroom.
- The teacher will ask the students “Does anyone know what directions are?”
- Teacher will say “Sometimes directions are written and sometimes they are spoken. It is
important to follow directions exactly as they are given to do work properly.”
- Teacher will say “Following directions can be very difficult, or even impossible, if the person
receiving directions doesn’t listen or isn’t focused.”
- The teacher will then explain the activity they will be doing today in class

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES) (30 MINUTES)

(5 MINUTES)
- The teacher will ask the students “Have you ever played the game Simon Says?”
- The teacher will wait for their responses.
- The teacher will explain “the object of this game is to listen carefully to the instructions and only
do what I say if you hear the words Simon Says. If you do not hear the words Simon Says before
an instruction, it is important that you do not do what was instructed. If you do what is instructed
without first hearing Simon says’, I will have you sit down.”
 - After the teacher explains the game, they will do a practice run to see if the students understand
the game of Simon Says.
- The teacher will have the students stand beside their desk.
- The teacher will say “Simon Says’ pat your head” then, I will look around to see if the students
are doing the move
- Play another round of Simon Says, Teacher will say “Ready? Pat your head again” (I will look
around to see which students are patting their heads)
- Tell the students that “you were a good listener if you remained still, because I did not say Simon
Says pat your head.” If you did pat your head this time, you would have to take a seat for the
remainder of the game.
- Allow students to ask questions about the rules of the game.
Guided Practice (10 Minutes)
- Play two rounds of Simon Says and then have the students be seated.
- The teacher will as the students “what did you think was the hardest or easiest about the game?’
- Teacher will ask “What would make it easier to be more successful in the game”
- Wait for answers.
Independent Practice (15 Minutes)
- The teacher will explain to the students that the worksheet they are going to complete will also
require the students to really pay attention to what I will be saying.
- The students will not have to rely on if I say, “Simon Says”, but the students will have to look
closely at the answer choices.
- Once the students are done with the worksheets, the teacher will distribute index cards and have
them write a direction on the card.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS,

PRODUCTS, OR LEARNING ENVIRONMENT)

- PRODUCTS:
- The teacher will have to different worksheets for the advanced students and the students that may
struggle with the activity.

D. CLOSURE (SUMMARY) (5 MINUTES)

- Teacher will have students place their pointer finger in their ear.
- The teacher will give on direction for Simon Says “Balance on one foot for 15 seconds”
- Ask the students “who was successful with this to explain to their classmates what was to be
done.”
- Ask the students “Was the task hard? What might be the reason some of you did not complete
this task?”
- The teacher will remind the students that the most important part of following directions is to
know exactly what needs to be done. To do this, the one who is working must be focused on the
task at hand. If that person is talking to someone else or cannot hear the directions given, might
not be able to get the task done or they might do it incorrectly.
VI. ASSESSMENT/EVALUATION
- Have students complete the Listening Practice worksheet.

- Collect the worksheets at the end of the lesson and review them later to assess student
comprehension of the lesson content.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

- THE TEACHER WILL HELPS THE STUDENTS THAT ARE STRUGGLING WITH THE WORKSHEET
AND WILL EXPLAIN EACH STEP BY STEP.

VIII. INTERDISCIPLINARY CONNECTIONS

N/A

IX. SELF-EVALUATION
Cooperating Teacher Approval _________________________________________________