TEP Core Lesson Plan Template

Lesson Preparation
Topic/Day All About Me week unit 1, 5th period
 (English) 5.6 with some guidance and support from adults, use
technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a
single sitting. Extension 3: With guidance and support, use technology
to express a simple sentence
 (English) 5.4 Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant,
Standard(s)
descriptive details to support main ideas or themes; speak clearly at an
understandable pace. Extension 3: Present details about a topic
 (English) 5.6 Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation. Extension 2:
Express thoughts in a one-word response
 (English) 5.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening Extension 2: Participate in
discussion using appropriate language
 TSW demonstrate (comprehension) their knowledge of their personal
information ( birthday, hair color, gender, etc) by creating life size body
cutout with labels and correct colors
 TSW distinguish (analysis) differences between themselves and
Objective(s) classmates (gender, hair color, skin tone etc) by explain why everyone
(Bloom’s/DOK) is different from others (gender, hair color, etc)
 TSW assemble (synthesis) and create a life size paper cut out of
themselves by using supplies provided
 TSW recall (knowledge) their personal characteristics when asked by
teacher at end of week
 Large white butcher paper
 Markers or crayons
 Pencil
 All About Me file folder book (premade)
Materials/  Computers and headphones (charged)
Resources/Safety  Powerpoint Slide with several different looking children (glasses,
freckles, skin tone, gender, etc)
 Starfall website All About Me https://www.starfall.com/h/me/?sn=fun-
to-read
 Teacher cuts out body shapes for time and safety of students
 Chromebook for student use for Starfall
 Smartboard All About Me-drag and drop activity
Technology
 Starfall website All About Me https://www.starfall.com/h/me/?sn=fun-
to-read
Vocabulary/  Gender
Academic  Ethnicity: Caucasian / Hispanic/ Native American/African American etc.
Language
 Identify
  Characteristics
 Words will be shown and read to students daily on various activities
throughout the class period
 Partners for tracing body shape (made by teacher),
Student Grouping
 individual for creating self, Starfall activity and smartboard
 5th period class learns best by hands on activities. Most daily lessons
require physical movement and activity. All students self-
characteristics are listed for all to see (hair color, skin tone etc) so
Differentiated students are exposed to different selections but have theirs and others
Instruction/ Access
for All Students printed out.
 Visual and textile activities throughout daily lessons.
 ELL students: Classroom aide will work with said student if a
communication barrier arises and translate to Spanish if needed.
 Teacher has All About Me file folder book premade, book uses Velcro
with premade selections so student will identify their personal
information
 Teacher will help students spell and label body parts and identify
correct colors if needed
 Teacher will read aloud any information needed
Modifications/
Accommodations  Student C will demonstrate knowledge by highlighting their
information instead of writing it.
 Student F will demonstrate knowledge of personal information by
typing it on Word.
 All students are on IEPs and modifications are made during lesson
planning and adapted there. (extra class time, cut out, printed/typed vs
handwrite etc)
Learning-Teaching Process Time
Activate Teacher will have PowerPoint slide on Smartboard ready for students to 2-3
Anticipatory Set

Student
Interest observe and imagine possible questions that could arise. min
Activate Prior Teacher will ask questions about which students on the slide have 3-5
Knowledge glasses, freckles, male/female etc. min
“I can identify my own body parts and tell you what color my eyes and 1-2
“I can” hair are. I can share my address and birthday with others!” min

Formative Assessment Time

 Monday-Students will trace Teacher will ask questions like, 20-
self (with partner for help) on “What color is your hair vs my 30
butcher paper and start hair color?”, “Are you male or min
creating their real self- female? What about me?” etc
characteristics
Content  Tuesday-Students will explore
Exploration the different options for
selection in the All About Me
file folder book and continue
butcher paper craft
 Wednesday-Students will
explore and use the Starfall All
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 About Me website to see what
different choices they have in
creating their digital self.
 Thursday-Students will use
Smartboard activity (drag and
drop) to continue their self-
characteristic knowledge
Teacher will show daily what the task “Where did I put my eyes?” 5
at hand entails “What color did I use for my min
 Monday-Teacher will have skin tone?” “Did I make myself
premade cut out of self male or female?” etc
already colored and labeled
 Tuesday-Teacher will review
how to use All About Me file
folder book
 Wednesday-Teacher will
Modeling explain how to use Starfall on
the Smartboard projector
 Thursday-teacher will review
Smartboard rules and
expectations and how to drag
and drop selections and move
to next slide etc
 Friday-Teacher will
demonstrate how to explain
self-characteristics and review
good peer audience behaviors
Teacher and classroom aides will walk “Why did you choose to use 30-
around room helping various students yellow to color your hair?” 40
Guided Practice and asking questions about what they “What color do you think you’ll min
are doing to check for understanding. use to color your eyes?” “What
is a difference between you
and that student over there?”
Students will use class time, following “Why did you choose to use 30-
modeling, wisely to complete their yellow to color your hair?” 40
Independent self-butcher paper project and “What color do you think you’ll min
Practice/Assignment/ technology activities during remaining use to color your eyes?” “What
Homework
class time. is a difference between you
No homework assigned. and that student over there?”

Students will conclude and demonstrate their knowledge of self- 5

characteristics. Students will clean classroom 5 mins prior to bell, put min
Closure
away markers/crayons and stack body cut outs in designated area.

Summative Assessment (End of Unit)

Students will present their self-body cut out to their peers and answer any questions peers or
teacher may have.

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 Lesson Reflection (Complete after lesson)
Lessons varied day to day in student willingness to complete. Students did well at locating body
parts in the correct area. Students struggled with identifying some colors. Students required
more help than I anticipated at drawing features, most just attempted to draw circles for every
body part. I believe activities were all appropriate and attainable but may need to spread
activities out to two week unit instead of one, asking them to color and label a life size version
of themselves was a bit much for them in a week.