EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Sarah Castle
EDI 430
Elements of the Lesson
Standard
Common Core Standards for
English Language Arts
Objectives/Targets and I can
statements
What am I going to teach?
What will the students be able to
do at the end of the lesson?
What formative assessments are
used to inform instruction?
Lesson Management: Focus and
Organization
What positive strategies,
techniques and tools will you use?
What ideas for on task, active and
focused student behavior?
Evidence that Documents the Elements
K E1.0.2
Distinguish between goods and services.
R.NT.00.02
Identify the basic form and purpose of a variety of narrative
genre including stories, nursery rhymes, poetry, and songs.
I can
The students will (TSW) identify goods and services as told in a
story.
I CAN identify goods and services.
Formative Assessment
The students will participate in the envelope signals activity at
the end of the lesson to tell whether the thing indicated from
the reading is a good or a service.
Lesson Management:
I hope to keep students on task by creating an interactive
lesson that will keep moving.
I plan to gather the students to the carpet by playing the clean
up song, and then counting down from ten. By zero the
expectation is that they are all sitting criss-cross applesauce
on the carpet, with mouths quiet and arms in their lap.
Throughout the lesson I will ask them to talk to their partners
every once in a while and gather their attention again by
either singing everybody listen . (Student response: to
you ) or by ringing our Stop, Look, and Listen bell.
Student Management: Students will be given a first
warning as a reminder to listen and learn at the carpet. They
may be asked to move apart, if it is going to be a repeating
problem. After the first warming has been given they will be
asked to take a seat at their table will spend 5 minutes inside
during recess and draw what it looks like to sit quietly on the
carpet.

Movement-
Students will move from their tables after eating snack, to the
carpet to begin social studies.
Students will move from the carpet to their tables to complete
the assessment after instruction.

Active Student Participation-

Students will actively participate in answering the teachers
questions about whether the item in the book is a good or a
service.
Students will actively participate in singing the goods and
services song (to the tune of Mary had a Little Lamb).

Classroom Management Focus-

On the carpet students will show that they are a part of the
group by sitting crisscross applesauce and hands in their lap
and voices off. Students who cannot show that they are ready
to be a part of the group will get one warning as their reminder
to listen and learn, and then if the problem proceeds they will
have to sit at their table spot and spend five minutes inside
with me during recess. The expectation for students who want
to contribute is that they raise their hand and wait to be called
on by the teacher.

At the table students will raise hands if they have questions, or

if they are confused. They can also ask questions of their table

Introduction: Creating Excitement
and Focus for the Lesson Target
What will you do to generate
interest?
How will you access prior
knowledge?
What will you practice/review?
Input: Setting up the Lesson for
Student Success
Task analysis:
What information does the
learner need? If needed how
will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to
engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: differentiating to
meet student needs
Remediation/intervention
Extension/enrichment
Learning styles
partner and their table group.
The teacher will generate interest by inquiring about the needs
and wants the students read about in the book the day before.
Asking the students what are some of the wants the mouse
had and introducing the students to my Mouse puppet who
will be visiting for the day.
Task Analysis
- Ask students what were some of the wants or needs of
the mouse in the book from the day before
- Introduce the mouse puppet visiting for the day
- I Can statement on board
- Explicitly teach what is a good and what is a service
- Brainstorm some Goods and Services.
- Sing the goods and services song (goods verse first)
- Turn and talk to their partners to name one good they
enjoy
- Teach the second verse of the song
- Turn and talk to their partner to name one service they
enjoy
- Pass out green and red envelopes
- Have students respond (using the envelopes) which item
in the book is a good and which is a service
- Good or Service paper (assessment)
Thinking Levels:
Remembering: Identify wants and needs from the previous
lesson
Understanding: Sing the goods and services song
 Applying: Name a good or service they enjoy
Analyzing: Identify the goods and services in a book
Evaluating: Assessment/review/closure
Creating: NA

Accommodations:
Remediation/Intervention -
- Students who may struggle with these concepts will be
asked to sit next to the CT at the beginning of the lesson,
so that she can guide them through the lesson when they
Methods, Materials and Integrated
get confused.
Technology
- Materials and Integrated
Extension/Enrichment
Technology list
- Highly motivated students will participate actively and
encourage their partners.

Materials:
- If you take a Mouse to the Movies by Laura Numeroff
- Mouse puppet
- White board
- 25 envelopes (cut in half with green on one side and red on
the other)
- Good and Services song lyrics

Modeling: I Do
SHOW/TELL (Visual/Verbal Input) Model that a good is somethings that can be touched or held.
A service is something that people do for other people.
HOW/WHAT (Questioning and
redirecting)
Checking for Understanding
Samples of questions to be asked Brainstorm some goods and services.
Ways in which students will Participate in the Goods and Services song.
respond and be engaged
Formative assessment strategies to
be implemented
Guided Practice: We Do
What do the teacher and student
do together? Turn to their partner and tell them a Good that they enjoy.
How will a gradual release of Turn to their partner and tell them a service that they enjoy.
responsibility accomplished?

Collaborative (You Do Together)

and/or Independent Practice (You
Do)
What practices will be
demonstrated/modeled?
Closure
How will the I can statement(s) be
reviewed?
How will students be involved?
What connections to future
learning will occur?
Each student will receive an envelope with a green stick on
one side and a red sticker on the other side. Students will use
these cards to respond to questions of if the item in the book is
a good or a service. (green = good, red = service)
The teacher will formatively assess students through
observation of engagement in activity.
I CAN identify goods and services.
What is a good?
Students will share.
What is a service?
Students will share.

Assessment
Students will complete the Good or Service assessment. The
What evidence supports that the
instructions are to circle the goods in green and the services in
objective(s) were met?
red.
What do my students know,
The envelope activity will inform this instruction by showing
understand and are able to do?
who should be doing this assessment in a small group with the
What formative assessments will
CT.
be used to inform instruction?
Reflection
How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Were there any surprises?