Teacher Candidate

Name:
Grade Level:
Subject:
Date:

Breanna Hauge
3rd Grade
Writing/Science

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use
technology to produce and publish writing (using keyboarding skills) as well
as to interact and collaborate with others.
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to
Students will be able to research information about a specific animal and
design an educreation presentation based off their information. With the
help of others, they will be using correct grammar, spelling and
punctuation.
Describe how the objective is relevant to students lives.
Researching will become a very big part of their education careers. Filtering
through the information and knowing how to cite their sources will become
very important in the future. This project will give them a little glimpse at
what the future holds.
List the words relevant to the content area that you will either introduce
and/or review during your lesson.
-Life Cycle
-Fun Facts
-Type of Animal
List the materials you will need to teach the lesson.
-Facts the student has found about their animal
-iPad
-Pencil & Paper

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have

demonstrated they know) will be used to design the lesson objectives,

instruction, and post-assessment.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
Once the students are finished researching their animal, either from books
or the internet, they will work with their NSU student to create an
educreations presentation. Here they will filter through their facts and
include pictures and voice along with their facts to create one cohesive
presentation.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).
A couple students have visual and hearing impairments. During the
presentations I will have them sit closer to the front so they can see and
hear better while other students are giving their presentations.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

To limit off task behavior, I will allow students to take breaks to get up,
move around, use the restroom and get a drink. This will allow for more
productive work time after long periods of working.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
Working with other students is always fun, but especially if they are older. I
will mention that they will be working with the NSU students this week on a
fun project that is totally up to them! The subject, facts, presentation, all
up to them and what they want. This will allow for more flexibility in the
project and will be fun to see what they come up with and create.
Describe how you will communicate (to students) how the objective is
relevant to their lives.
Researching will become a very big part of their education careers. Filtering
through the information and knowing how to cite their sources will become
very important in the future. This project will give them a little glimpse at
what the future holds. We will talk about how in future grades, all the way
up into college, they will have to research topics and create presentations
that relate to the topic. These projects could be done alone, or with other
classmates, like the projects we will be starting.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the

objective. (cite theories/theorists)

I will explicitly through demonstrating what I expect from this project. For
the most part, I want the students to do all of the work. The NSU students
will only be there to help keep them on track and help them with the
presentation. From the students, I would like the following:
-Many facts pertaining to different categories
-I do need the students to have the life cycle in the facts and presentation
-Presentation should be at least 3 minutes long.
At this point, I will show them an example of a project that I put together,
this way, they kind of know what to do and what I expect.
Describe how you will check for students understanding before moving on
to guided practice.
I will start by asking students what I expect from them for this project. By
calling on students, this will tell me what is important in this project. I want
them to mainly focus on the large parts of the project. This project is
almost totally up to them, but I do want them to know the basics.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

I worked the I Do and We Do into the same part, just working back and
forth with both up above. The students will have multiple opportunities to
help me define the different parts of the project. Each time I will ask for a
raise of hands from all students so no student feels left out and that each
person will get a chance to answer.
Describe how you will check for students understanding before moving on to independent
practice.

Again, I kind of worked this in already. Sometimes when I have raised

hands for a question, I will ask a student that did not raise their hand, just
to see if they are understanding. If not, I will address the class as a whole
to make sure they understand before moving on.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

During this time, I will send the students to partner up with an NSU
student. Here, they will gather their facts, from both internet and books.
For the first day I would like them to solely focus on gathering facts, not
the presentation.
Even though they will be working one-on-one with an NSU student, I will be
walking around observing their projects. They will be excited to tell me

what they are finding out about their animal and being able to work with
the NSU student. I would eventually like to talk to each student to see what
the most interesting fact was they have found so far.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
When all the projects are finished, I would like the students to present their
educreations presentations with their NSU students. They will form groups
of 4 or 5 and present in different rooms. This way, the students dont get
tired and antsy while watching all of the presentations. Because they will
be presenting this will be a good starting point for the 3rd graders
because they will be doing a lot of presenting in front of their classes in the
beginning.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

I felt the project in itself was a success. The students were excited to work
with the NSU students on a project all their own. Each student having a
different animal was very effective. While watching presentations of their
classmates, they were interested to find out new things that maybe they
didnt know about the animals.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

Maybe the project was drawn out for too long. While working with students,
they often asked when recess was or when their time was up so they could
be done with research. I know the NSU students werent there for the
whole time, but maybe even having a short 10-minute break would have
been beneficial.
I also thought it was challenging to help the students find information on
the computer. As NSU students, we do not work with the same databases
that the kids do. If we had more instruction on how to use the computers
and other resources, both the Mike Miller students and NSU students would
have benefited.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

If we were to do this project again with Mrs. Yonkavich, I think both the
Mike Miller students and NSU students would benefit from more instruction
from her. I feel like we were thrown into the project. I know I wasnt 100%
on exactly what things we were supposed to include. I also wish we had
more time to talk about all the different things we could do with
educreations. Our presentations could have been better and the students
would have had more fun if we knew more about the app.