Lesson Design Template: MAT/Certification Elementary

Candidate Name: Kat Lien Host Teacher Name: Kristy Adams

School: Sherrod Elementary Grade Level: 4 # of Students: 24

Date & Time of Lesson: 10/11/21 Length of Lesson: 40 mins

Topic of Lesson: Benny Benson/ AK state flag Content Area: Social Studies

Materials: Include all materials including types of technology used:

Trade book Benny’s Flag by Phyllis Krasilovsky
3D foldable for each student to take notes during read aloud
Chromebooks for Kahoot! exit ticket that I created (8 questions):
https://create.kahoot.it/share/alaska-state-flag/77f7a2b4-ac8b-45f8-8c1b-7df10f630a2b
White construction paper, cut into rectangles (3x5 or 4x6) Cut enough for each student to have one, plus extra for those who wish to start
over.
Colored pencils, oil pastels, or markers for flag design
Popsicle sticks for flag poles

ALASKA CONTENT STANDARD

B.2) understand the people and the political, geographic, economic, cultural,
social, and environmental events that have shaped the history of the state,
the United States, and the world

MSBSD SS Standard 4.G/C.3. Recognize history and purpose of state symbols

Alaska Cultural Standard for Educators

3- Provide opportunities and time for students to learn in settings where local cultural knowledge and skills are
naturally relevant

TRANSFER GOAL(S) (transferability)

Identify and explain the importance of Alaskan state symbols, specifically the origin of the AK State flag design.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….

State flags were specifically designed to represent the Who designed our AK state flag?
values of a state. How is this person unique?

STAGE ONE: Objectives STAGE TWO: Assessments


Knowledge - What students should know….
Students should know who designed the Alaska
State flag and symbolism behind
the design.
Students should know about the contest that
Benny won.
Skills - What students should be able to do…….
Students should be able to select “Benny
Benson” as the designer of the
AK state flag in a multiple-choice
question.
Students should be able to recall two new facts
about Benny Benson and/or the
symbolism behind the flag
design.
Students should be able to submit their own
unique flag design to display in
the classroom.
STAGE THREE: Opportunities to Learn (Acquisition)
Introduction/Hook
Hi class! I have a really fun lesson for you today. It will be short and sweet, but also surprising!
Read picture book Benny’s Flag by Phyllis Krasilovsky
Processes and products for Learning
Opportunities
Teacher reads Benny’s Flag aloud.
About 5 minutes of question/answer time.
Evidence of Learning/Accountability -
Formative/Summative/Performance
Assessment(s)/Other Evidence:
Performance- Students test their knowledge
through Kahoot! exit
ticket.
Performance/Formative- Students show their
own creativity by
designing their own flag.
Assessment(s)/Other Evidence:
Summative- Students join in “grand
conversation” with
practicum teacher during
and after the Kahoot! to
review what was covered
in the lesson.
Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning
Students use 3D foldable to take notes during
read aloud. Teacher may prompt when
important information should be noted.
*Students may follow teacher prompts, or write
their own facts from the text.
Students encouraged to be active listeners and
raise hands with any questions or comments
during the read aloud.
Teacher pulls up Kahoot! “The Alaska State
Flag” by Kat Lien (kl024521)
Students turn and talk with table partner.
Answer this question:
During teacher led Kahoot! pause for ALL “What were two things in the book that you
teachable moments. Discuss correct and didn’t know before?”
incorrect answers as students “play.”

After read aloud, discussion, and Kahoot!

practicum teacher describes the final part of the
project:

Teacher says, “Suppose there was another

contest to choose a NEW state flag. What might Students share potential design ideas.
you include in your design?”

Pause for answers. Students discuss with table partners which

Alaska symbols they might include in their mini
Teacher may pose the question: “Would your flag.
design have any similarities to Benny’s? Or
would you use other symbols of Alaska in your
flag design?”
Students’ artistic interests vary greatly.
Encourage unique design and extra paper when
Teacher passes out supplies for mini flags. (Cut needed!
paper & drawing tools. Popsicle sticks
distributed AFTER design is complete to avoid
being distractions or get in the way of flag
design.)

Announce: “These miniature flags will be glued

to a popsicle stick and displayed in the room or
out in the hallway! Let’s show off our best
work.”

Closure:

Today we learned about a special part of Alaskan History. A kid, not much older than you, was able
to make something that represents our great state! Our Alaska State Flag is meaningful to a lot of
people. Benny Benson is a name you will hear a lot in Alaska. (Note buildings and streets named
after him.)

When you get home from school, do your family members ever ask, “What did you learn in school
today?”

What could you tell them? What is one thing they may not have heard before?

Considerations prior to the lesson:

• What is the objective of the lesson? How will you know if the students have met the
objective?
The objective is to connect a special moment in Alaska History with the design of our state
flag, a symbol used all over Alaska. Students should be able to identify the designer of our
flag, Benny Benson.

• What provisions are you making for faster and slower learners?
The graphic organizer is meant to help solidify facts from the text so that learners may go
back and look at the information during the Kahoot! quiz.

• How do you integrate local knowledge and cultural content?

Alaska state history is both. Cultural content includes Benny’s desire to become a successful
fisherman when he grows up.

• How do you use (or not use) technology wisely?

Students love using Kahoot! to test their knowledge. It feels like a game, but when teachers
pause for teachable moments it is a great tool. The game summary showed 85% accuracy.

• How does this lesson fit into the overall curriculum?

4th grade curriculum includes most aspects of Alaska State History, specifically recognizing
the history and purpose of state symbols

• Have you changed the lesson plan at all?

Yes. I edited and revised the lesson at least 3 times before teaching it.

I also just happened to teach the lesson on October 11, Indigenous People’s Day. I was able
to add that as in introduction to an important Alaskan historical figure, Benny Benson, who
was Aleut.

Questions for reflection after the lesson:

 How did the lesson go?
The lesson went great. It was fast and furious, but students were able to respond very
well in the Kahoot! test of knowledge. This portion of the lesson was loud, which I
expected. It’s a fun and interactive game. I gathered everyone’s attention just before the
final question to build a bit of suspense and make sure everyone was ready to go.
 Did the students meet the objective? How do you know?
Yes. All students participated in each aspect: note-making, Kahoot! quiz, and mini-flag
design. See attached photos.

 Were there any unexpected events? How effectively did you respond?
One student got up out of their chair 3 times to do random things, like wash an apple,
grab a tissue, etc. I paused during the read-aloud asking the student to remain seated
during instruction.

 Comment on one student who did particularly well and one who did not meet your
expectations. Why did this happen? What can you do to follow up with the student
who did not do well?
Wyatt, Porter, Anneliese, and Shayleigh were active listeners and eager to show what
they learned verbally.

After looking through the Kahoot! report, I noticed that one student didn’t participate in
the quiz. Their screen name was Doctor Pelican and the student didn’t attempt any of
the questions. I have an idea who the student was, but I’m not sure why they chose not to
respond to any of the questions! To follow up, I tried locating the mystery student
because I wanted to verbally ask a few of the questions. I was unsuccessful locating
Doctor Pelican, however.

 Are there any changes you would make in this lesson if you could do it again? Why?

After debriefing with Mrs. Adams, she suggested that next time I come to teach a lesson
to go over expectations before I begin teaching. She is totally correct. If I had done a
quick CHAMPS visual, perhaps the student would have stayed focused instead of getting
up to do various “errands.” I asked her if I thought the lesson went “deep” enough. We
both agreed that this is a fun little “mini lesson,” which took about an hour by the way.
My lessons almost always go longer than I anticipate.

 How did your lesson reflect culturally responsive teaching?

My hope is that the lesson provided opportunity for students to learn about culturally
relevant knowledge, like our state flag and the symbolism behind it.
Intern Name: Kathy Lien

Meets the Standard for a Exceeds Expectations:

Developing (1.000 pts) Beginning Teacher (2.000 Professional Level (3.000 Not Applicable N/A
pts) pts)

Lesson Design Needs development All elements are complete Complete and professional
1/20 (5%)
InTASC-2017.7
lesson design

Comments: The lesson had a nice balance of instruction (I do), guided practice (we do), and independent practice (you do).

Lesson The objective is not clear Objective(s) clearly stated in the Objective(s) clearly stated in
Objective lesson plan plan and are understood by
1/20 (5%) students
InTASC-2017.7,
InTASC-2017.3

Comments: Lesson objectives were clearly written on the board. Kat also shared them lesson objectives verbally with students at the start and again at the conclusion of the lesson.

Preparation Not prepared; not organized Prepared and organized Prepared and organized: lesson
1/20 (5%)
flowed with minimal use of
InTASC-2017.7, InTASC-
2017.3 notes

Comments: Kat was well prepared and all aspects of the lesson (from passing out papers and supplies to getting students logged into Kahoot) went smoothly.

Developmental Not appropriate for age Appropriate for age group Lesson adjusted to be
Appropriateness group: too hard or too easy developmentally appropriate
1/20 (5%) for all students
AK-UAS-SGP.2,
InTASC-2017.2, InTASC-
2017.1

Comments: Content and activities were developmentally appropriate for all learners in our room.

Content Not accurate; not current Accurate content knowledge Accurate and current content
Knowledge knowledge
1/20 (5%)
AK-UAS-SGP.4,
InTASC-2017.4,
InTASC-2017.5

Comments: Kat was able to help students connect the content of this lesson to Indigenous People's Day (the day the lesson was presented).

Context in Lesson not related to curriculum Lesson presented in context of Lesson/activities taught in
Curriculum the curriculum relationship to previous and
1/20 (5%) future curriculum
InTASC-2017.4, InTASC-
2017.5

Comments: Kat met with me prior to teaching this lesson to align it with the content we are covering in our classroom. The lesson was tied to relevant 4th grade standards.

Internship: ED 618 Social Studies in K-8 Classroom

Submitted: Oct 13, 2021 Supervisor(s):
Christine Ermold
Course/Term: ED S618 JD1 - JD1 : Soc Stud in K-8 Clssrm ( FALL 2021 ) Mentor(s):
Kristen Adams
Assessor: Kristen Adams (Mentor) Site: Sherrod
Elementary
School, 561 N
Gulkana St. ,
Palmer
AK 99645

Comments: While Kat has been a substitute teacher in my classroom on many occasions, this was the first social studies lesson that I have observed her teaching. The Subject(s):
lesson was well planned, focused on student learning, and engaged students with a variety of different strategies. More specific feedback is provided in the rubric below. Elementary
I am unable to type in the section immediately below, so I will provide that information here: Date of Lesson: October 11, 2021 Lesson Name: Benny Benson/ Alaska Graduate
State Flag Grade Level: 4 Number of Students:
21 Time of day: 10:15 - 11:00 a.m.
Grade(s): 4th ED 618 Social Studies Lesson Observation 1 GRAD ELEM

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Rubric
Proactive Routines and procedures are Routines and procedures are Routines and procedures
Classroom not apparent evident promote student engagement
Management
1/20 (5%)
AK-UAS-SGP.6, InTASC-
2017.3

Kat has a naturally positive relationship with students. She engaged them proactively by giving them an overview of exactly what they'd be learning, doing, and
Comments:
demonstrating during her short visit with us. They knew clearly what to expect.

Management of Behavior not well managed: Student behavior is Management of behavior

Student behavior managed promoted engagement and
Behavior interferes with learning learning
1/20 (5%)
InTASC-2017.3

Because Kat has a strong relationship with students in our classroom and because the lesson was well-structured, classroom management was very well executed. I
Comments: provided a reminder to review expectations for student behavior with students prior to starting the lesson to ensure everyone was on the same page with a guest
teacher.

Engagement Students are not engaged Students are engaged Students are interested and
1/20 (5%) engaged in learning
AK-UAS-SGP.6,
InTASC-2017.8, InTASC-
2017.3

All students were engaged in learning. They were attentive, motivated, and all completed every part of each task. There were not any students who needed
Comments: encouragement or prompting to engage in their work. One student turned to me during the lesson and said, "This is the best Monday ever!"

Directions & Students do not understand Students understand Students understand and
Instructions instructions instructions follow clearly communicated
1/20 (5%)
InTASC-2017.3
instructions

Comments: Directions were clear and easy to follow.

Differentiation not present Appropriate differentiation is Activities were differentiated for Differentiation is not
Differentiation present for some students individuals and groups while appropriate for this lesson
1/20 (5%)
AK-UAS-SGP.3, maintain high expectations that
InTASC-2017.2, align with the objective(s) for all
InTASC-2017.4, students
InTASC-2017.8,
InTASC-2017.5

Kat shared a copy of the note-taking foldable on the Promethean board and invited students to write their own notes as she read. She also brainstormed ideas for notes
Comments: with the whole group and wrote them on the board for those who needed more support with note-taking. The creativity involved in creating their own flags also
provided a natural opportunity for differentiation.

Higher Order The lesson did not provide Some tasks or questions A variety of tasks or questions Higher order or creative
Thinking opportunity for higher order provided opportunity for promoted higher order thinking, thinking is not an element in
1/20 (5%) thinking: rote learning higher order thinking problem solving, and/or this lesson
InTASC-2017.5 creativity

Although the focus of this lesson was on the Alaska flag, Kat helped students understand that young kids can and do make important, lasting contributions to our world.
Comments: By presenting the creation of flags as a role-playing opportunity (as if we were having a new contest), students were encouraged to think about how they would
symbolically represent Alaska in their own creative way.

Learning or instructional Some instructional Learning strategies,

Strategies strategies not used or not strategies or techniques scaffolding and other
1/20 (5%) effective were used instructional techniques
InTASC-2017.8, that align with the
InTASC-2017.5 objective(s) were used
effectively

Kat effectively modeled note-taking in the foldable (and scaffolded instruction as described above). Students had opportunities to "turn and talk" and share out to the
whole group. She restated what each student said. Kat recapped the learning objectives at the end of the lesson and helped students make connections to places they
Comments:
may have seen in Alaska (i.e. Benson Blvd.). She helped build a home-school connection by encouraging students to talk with their families about what they had learned.

Technology Technology not used effectively Technology used The use of technology was not
1/20 (5%) or appropriately effectively to enhance Technology was used effectively appropriate for this lesson
AK-UAS-SGP.9, learning and wisely and was relevant to
InTASC-2017.8, the objective(s).
InTASC-2017.3

Kat used the Promethean Board to model and scaffold the note-taking foldable. The Kahoot game that she created accurately summarized the information presented in
Comments: the lesson. Students enjoyed the Kahoot tremendously, and judging from the percentage of correct answers, they were able to demonstrate what they learned.
 Informal assessment was not Informal or formative Formative assessment provided
Formative used to monitor student assessments was used to feedback for the learners and
Assessment learning monitor student learning was aligned with and supported
1/20 (5%)
the accomplishment of the
AK-UAS-SGP.5,
InTASC-2017.6
objective(s).

Kat thought-aloud and used questioning as she read aloud to monitor student learning. Brainstorming ideas for note-taking, playing Kahoot, and designing flags all
Comments:
helped check in on students' understandings.

Responsiveness Student needs were not noticed Teacher candidate The teacher candidate was
1/20 (5%) or not attended to responded to student flexible and responsive to
InTASC-2017.6 needs student needs

Like most classrooms, we have a variety of needs in our room. Two students are on a check-in and check-out system for behavior, and one has an intensive resource
aide. Several are also likely candidates for our District Talented and Gifted program. I feel that Kat met the needs for each student in our room and this seems to come
Comments:
naturally for her. She has developed strong, positive relationships with students, and they also naturally respond well to her.

Lesson Students did not meet the Most students met the All students met the learning
Effectiveness objectives objectives objectives
1/20 (5%)
AK-UAS-SGP.5,
InTASC-2017.7,
InTASC-2017.6,
InTASC-2017.8

I believe the overall average on the Kahoot game was 85% which is one way to quantify what they learned. In addition, every student completed a flag in his/her own
Comments:
creative way.

Focus The teacher candidate focused The teacher candidate is The teacher candidate focused
1/20 (5%) on self beginning to focus on student on student learning
InTASC-2017.7 learning

It was apparent that the lesson was well planned and prepared. While students were very engaged in all aspects of the lesson, the real focus of the lesson was on
Comments:
learning.

The teacher candidate was The teacher candidate reflected The teacher candidate reflected
Reflection unable to reflect accurately on lesson design, management on lesson design, management
1/20 (5%)
and learning and learning as well as future
AK-UAS-SGP.8,
InTASC-2017.9 adjustments and plans

Comments: I met with Kat prior to the lesson. We discussed all aspects of her lesson design.

The teacher candidate was The teacher candidate The teacher candidate
Feedback resistant to feedback. accepted feedback in a solicited feedback in a
1/20 (5%)
professional manner professional manner and
AK-UAS-SGP.8,
InTASC-2017.9 made plans for improvement

After Kat taught this lesson, we met to talk about how it went. She actively seeks constructive criticism, is very respectful of my time, and conducts herself in a
Comments:
professional manner. I am thrilled to have her in our room this semester - and so are my students!

60.000 pts | 100 %