ED 338 LESSON PLANNING FORM

Ivelisse Gonzalez Lozano

Lesson Plan 2-Social Studies ED338
Miss Amanda Jasinski-Cooperating Teacher
Grace Christian Academy
Taught: November 14,2017

The Learner(s)
Discuss your learners’ context
 What is their general level of development (developmentally appropriate; knowledge of child
development & learning)?
o Per Miss Jasinski: Students are at the beginning stages of kindergarten, so they are
gaining the skills & knowledge for the framework of skills they will need for up-
coming grades, such as gaining number sense and identifying letters and sounding
out words.

 What are their interests (knowledge of strengths, needs, interests) and lived experiences, (indi-
vidually and culturally appropriate; knowledge of students & community)
o Per Miss Jasinski: Students have a broad range of interests from superheros to di-
nosaurs to Shopkins. The class as a whole especially enjoys hands-on activities.
For lived experiences, the students come from a variety of homes as well as socio-
economic statuses. There are some students who have had previous class experi-
ence, whereas for some students, this is their first time in school.

 How do these connect to this lesson? (DAP triangle/all of the above)

o This lesson focuses on cooperation; thus preparing students for team work in upcoming
grades, such as in sports or team project. This project also involves a hands-on activity
(making bread) , which they love at this age.

Prior Learning
Discuss students’ past learning connected or related to this topic (What they know and can do)
 What do the students already know prior to this lesson? Tell prior assessment data (formal
and informal), teacher observations, MAP data, or other sources that will inform you about
students' strengths and areas of growth.

The students were introduced to favorite tales in Social Studies with Miss Jasinski last week. She read to
the The Gingerbread Man. For each Tale they retold the stories and compared it with similar stories.

Rationale
Given your answers to the above, describe your rationale for teaching this lesson in this way to
these students. (How does the information you gathered about the preferences, development and past
learning inform the way you plan to teach this lesson)

As teachers, not only are we to teach students math, reading, science, etc. but we should also focus and
teach on character education—in this case, cooperation.
Teaching students how to cooperate and work as a team to accomplish goals and help others is important
because it’s a skill they will need/use in the real world. Children must develop morals on how to treat and
help others at an early and hopefully carry those morals in their later years.

Outcomes/ Goals

Standards
What relevant content and anchor standards connect to this learning experience? (Cite information
from the Early Learning Standards, Common Core Standards or Next Generation Science Stand-
ards.)

Wisconsin State Standards for Social Studies: Kindergarten

Behavioral Science
E.4.15. Describe instances of cooperation and interdependence among individuals, groups, and na-
tions, such as helping others in famines and disasters.

Learning Objective
What will students be able to do as a result of this learning experience? Frame your response in an
"I can" statement (kid-friendly language – found on Moodle).

Students will understand the importance of cooperation at home, school, and community.

Students will experiment cooperation through bread making.

Kid Friendly Objective:

I can help at home, school, and community.

I can work as a team to make bread.

Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to students?
Describe formative and summative assessment strategies. Provide examples of how you will keep
track of students' learning (chart, conversational notes, rubric for analyzing student work, etc.)

1. Observe during our class activity if student are working are working as a team in putting all
ingredients in bag and taking turns kneading the dough. I will make note of which students
are working in unity.

2. Concluding our lesson, I will ask students in what ways they could show cooperation in
school and in the community.

Academic Language Demands (see additional handouts on Moodle,week 3 student resources folder)
What are the academic language demands of this lesson? From the edTPA "Making Good Choic-
es" handbook:

"Language demands include the oral, visual, and written language that students need to understand
and use in order to complete learning tasks successfully within your learning segment. Academic
language demands are so embedded in instructional activities that you may take many for granted,
especially when you are a subject-matter expert. It is therefore important to examine learning tasks
and consider what language your students need to:

 Understand (What will they need to read, listen to, think about?);
 Communicate (What will they need to speak about, write about, connect to?); and
 Perform (What will they need to sing, play, demonstrate, express, read, create and
expectations for acceptable forms?).

These language demands include

 a language function (linked with verbs in objectives),
 important vocabulary and/or
 symbols, syntax and/or discourse.
The focus should be on new or partially mastered language demands that are central to the planned
learning tasks."

Cooperation
Community
Book Vocab:
Cheery
Wheat
Harvest
Thresh
Grain
Mil
“fetched her shawl”
Knead
Aroma

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.

For students hard of hearing or following directions make sure to get close to student to repeat in-
structions. If need be, guide them in understanding procedure and putting ingredients in bag.

Materials/ Resources
What materials and resources will your students and you need for this lesson?

 "The Little Red Hen"

 2 tsp. of yeast
 1 1/2 cups of warm water
 1 1/2 tsp. salt
 1 tsp. vegetable oil
 3 1/2 cups of unbleached white flour
 Gallon size bags
 Homemade bread, cut and ready to pass out
 Easel (cooperation demonstration)
Procedures w/Instructional strategies (Task Analysis, Scaffolding, Behavior Reflections, Paraphrase, Mod-
eling, Effective Praise, Telling, Explaining, Questioning, and Turn &Talk/Pair Share...) (anticipated duration)

 Introduction
How will you engage the students in the important and essential ideas at the beginning of
the learning experience? What open-ended questions might you ask to activate their curi-
osity and wonder? What connections can you make to their interests and strengths?

Show the kids a loaf of bread and ask what it is? Ask if any of them have made bread before.

“In today’s story we will learn how a hen made bread. Making bread is not an easy job; it takes
many steps. It would be easier if bread were made as a team, with many people. Working as a
team and cooperating (working together to complete a task) helps us to get work done quicker.”

Give example to student’s on how I cooperate in my community and at home. I will then ask stu-
dents to give examples of ways they can or have shown cooperation at home, school, and commu-
nity.

 Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and expecta-
tions of the learning experience? (Modeling, scaffolding, questioning, reviewing norms for
group work, co-constructing a rubric for self assessment, other?)

Introduce title, author and illustrator; read The Little Red Hen.

 Questions: What happened at the beginning of the story?

 What happened in the middle of the story?
 What happened at the end of the story?

After discussing the story, ask the children about cooperation.

 Do they remember what I said cooperation was?
 Would things have been different in the story if the hen's friends had shown cooperation?
 Would the hen have shared her bread?
Ask one student to come to the front of the room. I will have in the front and easel for them to car-
ry across the room. I will ask the student to move the object across the room. The child will have
difficulty with this task. Then ask one or two more students to come help the first student. The task
should now be easily accomplished. Discuss how the first child could have accomplished the task
very slowly with a lot of effort. Then point out that the task was finished much faster and easier
when his/her friends helped.

 Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson?
What will you do to support and probe their thinking as they engage with ideas?
We will complete a class cooking activity using cooperation. Ask the students what the hen was
making in the story. Then explain that you will also be making bread, but you will be using coop-
eration to put the ingredients together and kneading the dough.

(Explicitly explain my expectation of them during this time, i.e. following my directions)

During the process, each child will take turn pouring/putting one of the ingredients in the gallon
size bags. When the bread dough is done, tell the students that I will take dough home, bake it, and
return the next day for them to eat with Miss Jasinski.

 Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for shar-
ing, and how do you anticipate that you will connect their individual or group work with
the learning objectives and assessment methods?

I will take the bags of dough to the carpet and I will show each groups bag with dough for every-
one to see. I will comment on their effort and cooperation.

Ask students:
 Did you work as a team? How did that feel?
 Why is it important to work as a team?
 What is cooperation? Now that you have experienced it, how else can you show coopera-
tion at home, school, and community?

 Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the
next time that students will engage with the ideas as well as to the next moment of the day?

We will clean up one table at a time. We will meet at the carpet to have prayer for lunch.

 Consideration
How can you flexibly adapt your plan if you run out of time or if things go more quickly
than you anticipate?

If time runs out, I will skip the kneading part of the activity and do that at home. I could also clean-
up for the students in order for them to make it to lunch on time.

If there is extra time, I could give more examples of ways I cooperate in my community through
community service work at my church.