DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3
rd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate _Sherrie Taylor_____ Grade Level __K_ Title Plants

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
Boys Girls
Hide IEP severe
Emiliee IEP- autistic
Tulley IEP Regular Resource Developmentally Delayed All day kindergarten

Low Level All Day Kindergarten, half day in our class
Tulley
CJ - speech
Aisea
Shantae
Riley
Braylen absent or late often
Classroom environment:


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 4
Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2
Describe the parts of living things.
b. Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches.

Content Walk-Away:
I will be able to write parts of a plant

Language Walk-Away:
I will be able to draw and write parts of a plant

Vocabulary:
Roots, stem, leaf, flower, plant

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):
Observe students listening and drawing the parts of a plant

Content Walk-Away Evidence (Summative):
Check for students writing on their drawings

Language Walk-Away Evidence (Summative):
Check students drawings and labels for parts of the plant



Approx.
Time
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Raise your hand if you have seen a plant today? What are some things plants need? Do you have plants at our
house?


Formative assessment:
Learning Goal Success Criteria Assessment Strategy
Plants

Students raise their hands
Students say what plants need
Observe



Modification/accommodations: (ELL, IEP, GATE, etc.)


Focus Lesson (I do it)
I will read a book about plants to the students. And introduce vocabulary.



Formative Assessment:
Learning Goal Success Criteria Assessment Strategy

Listening to story
Vocabulary words

Listening to story
Say vocabulary words

Observe students listening to
story
Observe and listen to students say
the vocabulary words

Modification/accommodations:
Move Aisea close to me so he doesnt interrupt

Guided Instruction (We do it)
Have students tell me the parts of a plant and I write them on the board.

Formative Assessment:
Learning Goal Success Criteria Assessment Strategy
Parts of a plant

Say parts of a plant Listen and write down parts of a
plant

Modification/accommodations:
None needed

Collaborative/Cooperative (You do it together)
students talk with their elbow partner about plants and the parts of a plant.

Formative Assessment:
Learning Goal Success Criteria Assessment Strategy

Tell partner about plants

Say parts of plant

Listen and observe students

Modification/accommodations:
Hide and Tulley will partner up with their aide

Independent (You do it alone)
Students will draw a plant and label the parts

Summative Assessment:
Look at students drawings and labels

Modification/accommodations:
Hide and Tulley will work with aide

Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Who can tell me the parts of a plant? Review vocabulary words. Have students share their pictures.



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?



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?