DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Sherrie Taylor_____ Grade Level __1st _ Title Social Studies Team Work
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 18 Students
Boys 10
Girls 8
William IEP speech and reading
Tryston IEP speech
Bladimir ESL WIDA 2.3
Angel ESL WIDA 1.6
Brandon ESL WIDA 1.4
Jaslene ESL WIDA 1.7
Jacob struggles with focusing and staying on task
Classroom environment: This classroom is set up with desks grouped together in 5 students. There are several tables
spread out through out the room for centers. At the front of the classroom is the white board and smart board together as
well as a bookshelf underneath with books for students to read. In the corner is the rug with the calendar and days of the
week where we gather as whole class for instruction and reading.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 2
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.

Objective 1
Describe and demonstrate appropriate social skills necessary for working in a group.

a.

Discuss the roles and responsibilities of being a member of a group.

b.

Participate in a group activity modeling appropriate group behavior.

Content Walk-Away:
I will be able to participate in group activity and work together
Language Walk-Away:
I will be able to say what a good team member is and participate in a group activity.

Vocabulary:

Team roles
SIOP #1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students listening and answering questions

Content Walk-Away Evidence (Summative):

Watch students participate in the group activity as a team. Also check students
pictures and writing.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

No modifications needed for

assessments for my ELL
students or IEP students

Language Walk-Away Evidence (Summative):

Listen to students say what a good team member is.

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Boys and Girls I have a question for you? Have you ever been apart of a team? What kind of teams? Is our
classroom a team?
Formative assessment:
Learning Goal
Team work

Success Criteria
Students raise their hands
Students answer questions

Assessment Strategy
Observe students answering
questions and participating

Modification/accommodations: (ELL, IEP, GATE, etc.)No modifications needed at this time

SIOP #7,8
Focus Lesson (I do it)
Display Walk Aways and talk about them. I will read a book about playing soccer to the students. And
introduce vocabulary. I will have the students say the vocabulary words with me. I will ask the students about
the story. Why do you need a team to play soccer? How does the team help?

Formative Assessment:
Learning Goal
Listening to story
Vocabulary words
Questions

Success Criteria
Listening to story
Say vocabulary words
Answering questions

Assessment Strategy
Observe students listening to
story
Observe and listen to students say
the vocabulary words
Observe and listen to students
respond to the questions.

Modification/accommodations:
Jaycob already sits close to me so he can focus. Make sure I see Tryston and Anthony and William saying the
vocabulary words.
SIOP #1,2,9,22
Guided ,Instruction (We do it)
Today boys and girls we are going to play a game. It is bowling math. We will split open into teams of 4 each
student will get a turn. When you knock down the pins you have to subtract that number from 10 and solve it.
Your team helps you solve your problem and cheers you on. I model this to the students.
Formative Assessment:
Learning Goal
Team work

Success Criteria
Bowling game as a team

Assessment Strategy
Observe students participating
and cheering each other on.

Modification/accommodations:
No modifications needed.
SIOP # 4,18, 22,5,6,17,12
Collaborative/Cooperative (You do it together)
Boys and girls now I want you to turn to your neighbor and tell them what a good team member does to be
apart of a team.

Formative Assessment:
Learning Goal
Tell partners what a good team
member does.

Success Criteria
Tell partners what a good team
member does.

Assessment Strategy
Listen and observe students
talking to each other.

Modification/accommodations:
No modifications or accommodations are needed.
SIOP # 4,6,16,17,22, 12
Independent (You do it alone)
Boys and Girls now I want you to draw a picture of you being a part of a team and write a sentence telling me
about it.
SIOP #20,21,22, 12
Summative Assessment:
Look at students pictures and writing.
SIOP # 30
Modification/accommodations:
Walk around to ELL students and make sure they are doing ok with writing. Help them as needed especially
Brandon and Jaslene.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Who can tell me what litter is? Review vocabulary words.
Turn to your elbow partner and tell them about a team that you have belonged to and why it was a team.

SIOP # 27,28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
SIOP 19 is not needed as all students understand and L1 is not required to clarify.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?