Structured Discovery Lesson Preparation Worksheet

(Thinking about the lesson)

Teacher Candidate: Kristin Foster
Title of Lesson: How to make smores
Grade Level: 3rd-5th
Teaching Setting: PLEX Center Classroom
Content Area: End of the week reward/ literacy/ social skills
1. Lesson Topic
Main Objective of Instruction: What do you want the student(s) to learn? How does this lesson
relate to real-life?
o Students will speak to demonstrate their ability to collaborate, think about others,
communicate and problem solve.
o Through out daily life people are surrounded by other people. They must share,
problem solve and compromise in order to develop intellectually, socially and as a participant in
our society.
Supporting Objectives: What other skills will your students achieve (i.e. sub-skills, working in
groups, cooperating, learning how to use the library, etc.)?
o Students will write to demonstrate their ability to sequence events.
What Content Standards(s) and/or EEOs will this lesson address?
o Content Area: Reading, Writing, and Communicating Standard: 1. Oral
Expression and Listening
Use language appropriate for purpose and audience
1. A clear communication plan is necessary to effectively deliver and receive information
a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly.
iii. Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others. (
How does this relate to what students are currently learning in general education?
o Students are required to write through out the day. Combining reading, speaking,
writing and preferred activities helps generalize and master expressive, receptive and written
language.
Are there IEP goals to consider? Identify them.
o
By September 2016, when conversing with peers and adults across school settings, Alex will express positive
statements about the qualities and accomplishments of others (i.e. I like your.., he/she is working really
hard, he/she is using expected behavior) from 50% of the time to 80% of the time, across all settings, as
measured by the special education or general education teacher.

2. Planning for individual differences:

Consider the potential learning range of your students. What UDL strategies could you include in
your lesson?
SDLP/bal/Spr15

o This lesson will include speaking, writing and doing. The act of doing helps many
students, especially students with autism, fully understand and engage in lessons.
What background (prior) knowledge do the students have? What do they need to know prior to
your lesson?
o How to sequence steps?
o How to communicate?
o How to ask for help?
What management and grouping strategies need to be considered?
o I will use whole body listening.
o I will review expected friend behaviors with Alex. I may pair Alex and Ellis.

3. Materials and Resources

What materials and resources do you need to teach the lesson?
o Marshmallows, graham crackers, chocolate, plates, blank recipe sheets, pencils,
sentence stems

4. Reflection In and On Action:

How will you assess students knowledge and learning pre, during and post (e.g., KWL chart,
anticipation guides, etc.)?
o Prior knowledge was assessed through observation. Behavior during the process will be
assessed through observation. (If I had more time I would make a rubric.)

SDLP/bal/Spr15

Structured Discovery Lesson Plan

Lesson Title: _____Collaboration: Writing the Steps to Make Smores_________
Main Objective of this lesson:__Students will speak to demonstrate thier ability to
collaborate, problem solve and communicate.
Anticipatory Set:
How will you get the students attention? How will you relate this lesson to prior learning?
o Each student will check in and review their week- did they earn the end of the
week reward?
o Have you ever made smores?
How will you get the students involved?
o I will tell them we are making smores! I mean, really, that should be enough!
o I need your help! I dont know how to make smores!
How will you explain the structured discovery format?
o I will tell them that they are going to use their prior knowledge to create the step
to make smores. The other adults and I are here to help them. It is a learning process and it is
okay make mistakes.

What will the students do?

What is the activity? List step-by-step instructions
o Use whole body listening.
o Suggest steps.
o Ask others what if they agree or disagree
Will the students be grouped or working individually?
o Working as a group with adult prompting.
What strategies will you use? (e.g., peer cooperation, graphic organizers, brain storming,
compare and contrast)
o Sentence stems, hands on materials, adult and peer support, prior knowledge
How will you differentiate? (e.g., scaffold, accommodations/modifications, grouping)
o Students will work in a group. Each student will will have appropriate adult
support. Sentence stems will be available for peer communication as well as a second set for
writing purposes. Depending on the student writing will be modified. Some students may have a
scribe for the whole thing, some may have a scribe for most of it and some may write
independently. (The use of the scribe is generally for the purpose of time.)

Set up for the discovery:

What will you as the teacher do? List step-by-step instructions
o I will introduce the objective.
o I will review Whole Body Listening.
o I will model communicating with the sentence stems with another adult.
o I will model sequencing the steps of how to get a glass of water.
o I will review the materials and the final step.
SDLP/bal/Spr15

 How will you set up the discovery?

o Students will be given the materials (the first step) and the final product.
What clues or specific hints will you specifically supply to lead to their discovery? (e.g.,
directions, review, explanation, monitor, examples, non examples, checking for understanding,
questions, demonstrate)

Discovery ((This is the main objective of the lesson):

What will the students discover?
o How to communicate/agree/disagree
o how to make smores

How/where will students be able to integrate (generalize) this learning in the future?
o Accountable talk, collaboration, communication and thinking about others.
Closure and Evaluation:
How will you evaluate student learning from this lesson? How will you know that your main objective
was met?
o This is a skill that we will continue to work on. Through out social group we will practice
thinking about others feelings and thoughts and then responding appropriately. I do not expect the
objective to be meet in such a short period of time. I will expect to see progress. I.e. students
speaking to demonstrate thinking about others feelings and using accountable talk.
How will you formally END the lesson (how will student(s) summarize or demonstrate learning
of the lesson)? This should be tied to the main objective.
o I will ask them to use one accountable talk sentence stem to comment about the
lesson or their day.

SDLP/bal/Spr15