Common Core Aligned Lesson Plan Template

Subject(s):

Teacher(s):

Grade:

School:

Date:

Part I GOALS AND STANDARDS

1. Common Core Learning Standard(s) Addressed:
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other
media
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
History/ Social Studies- Grade 1- 1.3 Students know and understand the symbols, icons, and traditions of the United
States that provide continuity and a sense of community across time
(PART 1 A. EX) 2. Interacting via written English Collaborate with peers on joint writing projects of longer informational
and literary texts, using technology where appropriate for publishing, graphics, and the like.

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will create a book of symbols relating to the United States and understand
there significance. With guidance and support, the students will create a written
piece describing the national bird.

STUDENT-FRIENDLY
TRANSLATION
Today I will identify and describe
the national bird

4. Relevance/Rationale: (Why are the outcomes of this lesson important in the real
world? Why are these outcomes essential for future learning?)

Students understand that independent states are bound through national symbols
and traditions.

STUDENT-FRIENDLY
TRANSLATION
I know what symbols and
holidays keep all states
connected.

5. Essential Questions:
What does it mean to be an american?
Part II STUDENTS INFORMATION
6. Class Information:
a. Total number
There are 27 total students. 15 of the students are female and 12 of the students are male.

b. EL/Special Needs
There is one female student with ADD. She takes daily medication. One student is on the autism spectrum who was
mainstreamed this year but may be moving back to special Day School. One student requires several literacy interventions
because he has no academic background ( he was not enrolled into Kindergarten). One student is DHH and leaves the core
classroom after lunch until the end of the day. In his IEP goal, he will be mainstreamed into the main classroom by November.
There are five English Language Learners. Four of the ELs are native spanish speakers and one sudent is a Korean native
speaker. Two of the Els are emerging learners, one is expanding and two are bridging.

c. Academic background in content area Last week students read their first informational text of the year. Students use create non-fiction, three sentence,

d. Linguistic
There are five EL students. Four of them speak spanish and one speaks Korean. Five students speak Spanish at home but are not
ELs.

e. Cultural/Health
There are two asian students in the classroom, one is vietnamese and one is Korean. There is one pacific islander student. There
are two african american students. Ten students itentify are hispanic ( 8 Mexican, 1 Salvadorian, 1 puerto rican)

f. Physical

Gain up to 2.3 kilograms (five pounds) per year

Grow approximately 8 centimetres (three inches) per year
Demonstrate a preference for being right-handed or left-handed
Can colour between the lines, print name legibly, and manage fasteners like zippers, buttons, and snaps independently
Can catch and throw a medium-sized ball from 1.5 metres (five feet) away
Can manage playground equipment independently, such as pumping legs on a swing
Develop enough muscle coordination to climb, swim, and skate

g. Social

Are willing to play cooperatively, take turns, and share

Show jealousy toward siblings
Understand their own feelings
Understand the consequences of their actions
Enjoy playing alone, but prefer to play with friends
Can dress themselves
Are able to use words to describe their own feelings
Show empathy and offer to help when they see another in distress

h. Emotional
One student is not identified with emotional disturbance but has a messy homelife that causes emotional distress. She sucks her
thumb and does not know appropriate bounderies with others.

i. Interests/Aspirations
Students are very social, as a class they like group work.
They also love read-aloud time. They are motivated to complete assignments when the reward is reading time. Their favorite
book series is Piggy and Gerald. They also like books that have sound effects.
.

7. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):
I anticipate the student who is hard of hearing to have difficultly following along with oral instruction because the room is
connected to two other first grade classrooms and it can background noise will cover over my speech.

Two students are now wearing glasses and need clear, easy to read visuals
EL students will have difficulty completing their books due to low writing skills. Additionally, three students are struggling writers,
that require extra time to finish their writing.
I also want to anticipate one ADD student either being hyperactive or slugglish, depending on medication.

Part III - LESSON ADAPTATIONS

8. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)
I will accommodate the student who is hard of hearing by using a document camera and a smart board to show visual
instructions. I will also use neckloop reciever.
I will accommodate students with visual impairment by using large, bold print and sitting them close to the tree chart.
I will accommodate writing for my EL students by creating scripts (sentence skeletons) for them to use in the book writing. I will
also connect symbols to their cultures (such as the eagle on the Mexican and the American bald eagle)
The stuggling writers will be told to only write two sentences instead of three as i monitor writing between sentences.

9. 21st Century Skills Check all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
The students will collaborate during brainstorming (circle chart)
The students will communicate during think pair shares and during brainstorming. They will explain key details from the text.
Students will create a eagle border to frame their writing.

10.

Technology - How will you incorporate technology into your lesson?

I will use a document camera and a smart board to aid in instruction and to model writing to students.
Students will watch a video on the smart board from a projector
I will also be using a reciever for the student who is hard of hearing.

11.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcomes
look like?)

a. Formative:
.
During the lesson I will do an informal assessment during brainstorming. I will ask students to contribut to a circle map
and ask them what section of the text the information comes from. For example if a student contributes the phrase

black and white to the chart, I will ask him or her what section he or she pulled the information from. The answer
should be under description. Other sections include food, daily life and interesting facts.
I will also analyze student writing during and after the lesson.
b. Summative (if applicable):
none
c. (Attach rubric here, if applicable):
none

12.

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Check one
Direct Instruction
Cooperative Learning

Inquiry

13.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
American Bald Eagle article.
)
Document Camera
California Facts and Symbols book
Smart board
Construction Paper
Computer paper
Glue
Stapler
A box with visual representations of the symbols: Stuffed bald eagle, Post card with Obama, American Flag etc.
14.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
1."Class, Class you have been reading non fiction books about animals with Ms. Cortes for the past couple weeks. Can
someone remind me what non-fiction means? Yes, non-fiction means it is informational and true.
Today we will be learning about a new animal. This animal is very special because it represents our nation. Class, who
knows what a nation is? Our nation is a group of people that share the same traditions, language and beliefs. Our
nation is the United States, which is also our country. That means this special animal is .

To accommodate hearing and vision and other special needs students, some students will sit on the floor in front of
the smartboard while others will sit in the middle row of desks.
2. We are going to watch a video that will show us how the special animal was chosen. Be a good listener and observer
and look out for the name of the special animal, what kind of animal it is and why it was chosen. (I will play seseme
street video about the national bird)
3. I will stop the video to check for comprehension and ask probing questions.
Questions:
1. What kind of animal are they deciding on? How are the characters deciding on the national bird?
2. What qualities does the American Bald Eagle have
3. What is the democratic way to decide?

BODY:
4. Introduce objective to student (writing to readers to inform about the national bird.)
5. Students will then be read an article about the bald eagle by the teacher. I will model active reading and
comprehension skills by thinking aloud(comprension check and reading skills), circling words I need to look up,
underlining things i know are important and high lighting key points to include in our writing.
7. I will give students definitions for the circled words as well as picture or example
1. Patriotic
2. National
3. represents
4. symbol
5.Brave
6. As a class, we will create a tree map to aid our writing.
Ask students to think pair share for the three sentences
Bald eagle is ____

Bald eagle represents _____

Bald eagles has ______
6 (part 2). After think pair share, we will work collboratively as a class to fill in the blanks on the tree chart.

7. SCAFFOLDING.
Higher level writing students will be asked to create their own sentences using the tree map.
Most students (middle writers) will watch the first sentence modeled and will be able to write the remaining on their
own. I will write the two other sentences for the studetns to check their work.
The slower/ low-level studetns will watch each sentence modeled and then will copy the example off the smartboard.
8. I will use three different colors to represent the three sentences. the colors will reflect the colors on the tree chart.
I will model each sentence, but the struggling writers will only be asked to write two sentences (i.e. first two
sentences. AKA the blue and green sentence)
9. When most (more than 3/4th) of the students are done with their writing I will ask the students to put their "Eyes on me" and
they will put their hands on their shoulders to show they are not being distracted by their pencils or the supplies that will be
passed out.
10. Students who finished early will help pass out one brown construction paper, two yellow ovals ( feet) and one white head).
THe students will be pasting the two feet at the bottom of the brown construction paper and adding toes with crayon lines. THen
they will paste the pointed part of the head to the brown construction paper. Next the writing will be pasted to the middle of the
eagle body. Last, students will be asked to make a realistic face on the eagle. (Be sure to emphasize realism vs. fantasy.)
11. Walk students through the process. The time remaining after gluing the bird down will be spent either finishing their writing (I
will put my writing sample back on the projector screen) or going over their writing in pen or color.

CLOSE:
9. I will get the classroom's attention by saying "class, class" and I will wait until all students respond "yes, yes" If all students
have not reponded I will put up the quiet sign.
I will thank the students for their hard work and tell them how impressed I am with the realistic drawings.
10. I will ask students to share their eagle and tell the class one thing they learned about the bald eagle. I will allow for five
students to share.

Part VI - REFLECTION

1. What instructional strategies did you use to help students achieve the lesson objective?
I clearly expressed the obkective of the lesson and clearly communicated my expectations for their writing and the
students understood the purpose of the lesson. I used a direct, teacher based , approach for my history lesson. In my
direct lesson I incorporated and posed key detail questions at critical points in the reading.I encouraged students to
generate questions when they felt that they did not understand, and i also encouraged students to answer their
classmates' questions if they could. I modeled thinking aloud and reading and close reading strategies such as
imagery, highlighting and circling words i do not know.When creating a tree map i asked students to use contextual
evidence and explain how they knew how to find the evidence so quickly ( ie. looking at the highlighted terms).
Were the students successful at achieving the lesson objective?
a) If so, provide student evidence.
When I asked for comprehension and to create a tree chart, all students participated in the think-pair-share. When students filled
in the blanks for the tree map, they paraphrased or pointed to parts of the highlighted passage on the smartboard. They also
used evidence from the Seseme Street video to help show that they understood the bald eagle physical traits and patriotic
characteristics. During the think-pair-share I heard students helping other students understand, such as when one students
commented the bald eagle wasnt bald, his partner said "remember in the reading Ms. Ramos said that the bald eagle is all brown
but the head is white. Look at the picture. It looks bald because the head is the only feathers with a different color."
Of the 26 present students (one student was absent), 25 of the students were able to complete their writing. Additionally of the
six students who were told they were only required to write the first two sentences, only one wrote two sentences. The other five
students successfully wrote three.
I ended up having 6 students sharing because I wanted to make sure that

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
Of the 26 students, only one significantly struggle and was not able to achieve the lesson. During the lesson, I was more focused
on classroom management instead of checking on this students work. He is a low level writer, english-language learner, student
and I somehow let him fall through the cracks. After watching him struggle with the first sentence, I asked him to only get
through the first sentence because it seemed he was intimidated by the vocabulary. I didnt check on him after, assuming the
single sentence would be manageable, but he didnt completely copy the first sentence. His only writing was "the bald eagle is
bird" when it should have read, "The bald eagle is the national bird." When I saw him coloring the face of the bald eagle, I
assumed he was done with his writing.
I need to reevaluate my strategies and scaffolding strategies for this student. It was not easy to detect his struggle because he
did not ask for help and he did not look distressed. He was happy, smiling and often out of his seat.
I noticed his writing when I collected the students work before sharing, which is why I chose to have him present. He shared his
bald eagle and explained that he drew feathers on the face. He was the only student to draw feathers and he explained he did
that to show that the eagle isnt actually bald. He also shared that he learned that the eagle is strong like the United States. This

oral presentation of knowledge shows progress towards the history standard. I failed in the writing standard for this student
however.
I do believe I moved too fast for the studnets, especially for the struggling writers. Some students are prepared to make a circle
map and write their own sentences independently where others still require three day writing (Day one circle map, day two tree
map, day three writing sentences.) I think writing centers would be most effective in this classroom when there is a
heterogenuous writing. Advanced students can extend their thinking with the standard while I am able to work in a small group
with the stuggling students.

2. What would you change about the lesson and why?

Based on self reflection, student work and self reflection, there are sevveral things i would like to change about my
lesson. First since it was my first all class lesson, I should have set the behavior norms and expectations. Many
students were excited to see me taking over the lesson and altough very engaged, they were also forgetting many of
their standard rules (staying in seat, raiing their hands for permission to speak). I spent a lot of time reminding them to
behaive appropriated and I could have avoided it by going over the rules first. I would have extened this to a two-day
lesson instead of a one day lesson. Typically students do their non fiction writing in the span of two or three days. First
they read the text and create a circle map, then the next day they revisit the text by reading it again or through a
discussion, using the circle chart to recall main points and create a tree chart. My lesson went straight to the tree map
which was challenging for the lower proforming students. I should have communicated needs to my master teacher
better and asked her to read my nonfiction piece and prep the students for the tree map if i intended to only do a oneday lesson. Another thing I would have done differently is take adcvantage of teachable moments. While reviewing
observations, I expressed that I caught a teachable moment I did not take advantage of and she broght another to my
attentiong. The first teachable moment is when one of my students (Student #1- high performing student) was being
negative and grouch about the video we were about to watch. When I would stop and ask higher thinking questions,
he would be quick to express his disatisfaction with the clip and say how much he hated it. Although I asked him to be
positive and quieted his negative comments, I could have refered to their morning reading. They had read The Grumpy
Ladybug that morning since she's been having problems with her students have been being unkind to eachother for
the past couple weeks. I should have taken the opporunity for character building and giving an authentic example of
"being grumpy" and how it is much better to be a "kind lady bug. During the video I didnt talk about the "silly" part
that the students laughed at -- when the characters suggested a turkey as the national bird. There is historical truth to
the scene of "deciding like democrats." I didnt touch on the fact that the turkey was actually once considered. Last, I
would change the writing assessment. I still would asked EL students and struggling writers to simple write two
sentences "Green sentence and blue sentence : for example, but i would have though aloud more clearly when
creating my sencences from the tree map. I would have scaffolded better for the advanced students.Advanced writers
in the class are able to create sentences without modeling straight from a circle chart.I could have put more than three

words on the circle chart and challenged the fast/advanced writers to write their own sentence or two while the
students who take more time can get their sentences down. I also would have handed out my "bald eagle" supplies
with more time in between each part. WHen they received the head and the feet one right after the other, they were
distracted instead of listening to directions.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.