Elementary and Early Childhood Education Lesson Plan Template

Name: Taylor Ferguson Date:

Course: ECE 4410 Lesson Plan #: 2
Subject Area(s): Types of Precipitation/ Reading Grade Level/Time Frame: 1st grade, 25 minutes
Comprehension

Step 1: Identify Learning Context The lesson will take place in a general education classroom
Learners  The classroom contains a large white board located at the front of
(Classroom the classroom. There is also a Recordex placed in the middle of the
Context) whiteboard. This is where morning announcements are played, and
interactive activities occur.
 There is a Word Wall on the right side of the classroom that has the
sight words the students use regularly displayed on it.
 There are five tables arranged in the center of the classroom. There
are four students each placed at two of the tables, and fives students
each placed at three of the tables. They are arranged this way so that
all students can see both the whiteboard at the front of the classroom
and the anchor charts located at the back of the classroom. The
students also sit with tables mates to promote collaboration between
the students.
 There is a carpet located at the back of the classroom where the
students have group discussions and do shared reading. There is also
a student library located to the right of the classroom where students
can sit and read during their free time.
Learner Description Number of students in class: 23 students
 Number of males: 11
 Number of females: 12
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 0 N/A
504 plans
Students w/ EIPs 0 N/A
English learners 2 Both English Learners go to the
ESOL teacher at least once a day.
One of the students is a Level 1 and
receives pictures to refer to when
working on vocabulary. The student
also receives sentence frames when
writing. The other student is a level
2 and he also receives sentence
frames. Both students receive
additional time on assignments.
Gifted 0 N/A
Students with gaps 0 N/A
in academic
knowledge
Other learning 2 There are two students in the class
needs who have RTI’s. One student is a
Tier 3 for their speech. While the
other is a Tier 2 for their behavior.
The student who is a Tier three goes
to a speech therapist twice a week
and is given sentence frames along
with an alphabet strip for any
written and reading assignments.
The student who is a Tier 2 for
behavior is given class jobs to
promote engagement in the
classroom. The student also has
preferential seating near the teacher
to ensure that the student receives

1

Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Prior Academic
Knowledge and
Prerequisite Skills
Central Focus,
Overarching Goal, Big
Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
constant positive feedback.
 Personal: The students have expressed an interest in scavenger hunt type
activities. That being said, I chose to include a scavenger hunt type game
within this lesson where the students have to find solids and liquids in
their classroom. The students have previous experience doing scavenger
hunts in the classroom and they have previous experience making flip
books. This means they will be familiar with two aspects of the lesson.
 Cultural: This lesson includes finding solids and liquids within the
classroom. Each of the students will be able to relate to the solids or
liquids because they each are familiar with both types. This is something
all of the students, no matter their background, will be able to relate to.
 Community: The solids and liquids will include items that I have found
around their community. For example, rocks, juice from a local store, etc.
ELAGSE1R13: Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
S1E1. Obtain, evaluate, and communicate weather date to identify weather
patterns.
b. Ask questions to identify forms of precipitation such as rain, snow, sleet
and hailstones as either solid (ice) or liquid (water).
 This lesson will require that the students know how to identify different
forms of water both solid and liquid. The students have been learning
about identifying objects during their science portion of the day.
 The students will need to know how to make connections between the
types of precipitation they have learned about in the previous lesson and
the forms that liquids can take.
 The students must also be familiar with making flip books. They have
made many flip books during their literacy portion of the day.
The central focus of the lesson is for the student to describe the connection
between two pieces of information in the text. In order to demonstrate an
understanding of the comprehension strategy, students will need to find
connections within the text and be able to describe them. The purpose of
teaching this content is to improve student’s comprehension, by describing
connections within the text.
 The students will be able to describe each of the different types of
precipitations using the text and personal experiences.

Potential Misconceptions Potential Misconception(s):

and/or Developmental  The students may confuse whether something is a solid or liquid.
Approximations  The students may not understand that some types of precipitation are
solids and that some are liquids, or the connections they share.
What I will do if this occurs:
 I will make sure to clarify for the students the difference between a solid
and a liquid through visuals and tangible materials.
 I will have visuals of each type of precipitation so that the students can
see which ones are similar and which ones are are different.

Academic Academic Language Whole Class Supports Differentiated Supports

Language
Vocabulary Language function: The teacher will show the The teacher will have
 Words Identifying class an example of a solid visuals of solids and
and Categorize and explain to them what it liquids. The teacher will
phrases is. The teacher will then also write the words on the
with instruct the students to board for students to see
subject identify a solid in the room. how they are spelt. The
specific The teacher will show the teacher will also help the
meaning students an example a ELL students identify
liquid and explain to them solids and liquids in the
s that
what it is. The students will classroom.
differ
then identify a liquid in the
from classroom. We will then
meaning discuss the types of
s used in precipitation and as a class,
everyday categorize which ones are
life (e.g., solids and which ones are

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 table, liquids.
ruler, Multiple meaning words: N/A N/A
force) N/A
 General
academi
c Academic vocabulary: The students and teacher The teacher will use visuals
vocabula Compare will identify which types of to show how the types of
ry used Contrast precipitation are solids and precipitation compare. The
across liquids by comparing their teacher will provide a
discipline characteristics. The picture sort to help the ELL
s (e.g., students will also show the students understand the
compare comparison through their differences and similarities
, analyze, flip book that they will each share.
evaluate) create.
 Subject-
Subject-specific The teacher will write the The teacher will give the
specific
vocabulary: words on the board and go ELLs pre-labeled flip
words
Solids over what each word means books.
defined Liquids at the beginning of the
for use in lesson. The students will
the also be able to refer to it
discipline when making their flip
book.
Language
Function: the Syntax: The students will be given The ELLs will be given
content and The students will use a flip images of the types of pre-labeled flip books and
language focus of book to identify which precipitation to place in pictures of the types of
the learning task types of precipitation are their flip books. The precipitations. The teacher
(e.g., activities, solids and which are students will categorize will work with the students
discussions) liquids. This will show the whether each type of in a small group to
represented by the connection that the types of precipitation is a solid or a complete their flip books
active verb in the precipitation share. liquid, using their flip together.
books.
learning
Discourse: The students will share The ELL students show
objective(s) or
The students will explain their flip books with their their flip books to their
learning target(s)
amongst their table mates classmates. I will then peers and be given frames
(e.g., apply, which of the precipitations write the answers we come to help them talk about
evaluate, cause are solids and which are up with on the Recordex. their flip books.
and effect, liquids using their flip For example: “____ is a
sequence, books. They will also solid and _____ is a
hypothesize, infer, explain the connection that liquid.”
summarize, the types of precipitation
describe, explain) share, using the chart we
made in the previous
Language lesson.
Supports: Students will listen to the teacher when they are describing solids and liquids.
instructional
supports that help The students will be speaking when they talk about the solids and liquids they
students identified in the classroom. They will also be speaking when they share their flip books
understand and with their table mates.
successfully use
The students will read the words the teacher has written on the board to help them label
the language
their flip books correctly.
function (e.g.,
sentence starters, The students will be writing when they are creating their flip books based the
graphic organizers) comparison of each type as a solid or a liquid.

Syntax: set of
conventions for
organizing
information (e.g.,
sentences, graphs,
tables); organizes
language to
convey meaning

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 Discourse: how
members of the
discipline talk,
write, and
participate in
knowledge
construction using
the structures of
written and oral
language;
discipline specific
discourse has
distinctive features
or ways of
structuring oral or
written language,
or representing
knowledge
visually.
Step 3: Type of Format of Assessment (e.g., Supports, Evaluation Criteria
Design Assessment quiz, test, checklist, KWL Accommodations, How will you know or
Assessment chart, performance task) Modifications measure if the students
Framework have met the learning
objective(s) or learning
target(s)?
Pre-assessment Class Discussion. Refer to anchor chart The students will help
created in the previous me find the solids and
class. Have the students liquids around the
describe each type of classroom.
precipitation to refresh
their memory. I will then
introduce solids and
liquids and we will discuss
each form.
Formative Solid Liquid Sort The students will each If the students are able
assessment(s) receive visuals of solids to sort the solids and
and liquids and as a class liquids correctly, we will
we will sort them on the move on to the next
board. The students will activity.
then sort them
individually.
Summative Rain, Hail, Sleet, and Snow, The students will be given I will observe if the
assessment(s) Where do they go? paper to make flip books students are able to
and images to add to their correctly decide which
flip books. I will model a types of precipitation are
flip book for them and the solids and which are
terms “solid” and “liquid” liquids. The students
will be posted on the will then have to explain
whiteboard. the connection each type
shares.
Assessment Plan Alignment
Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
ELAGSE1R13: Formative Assessment:
Describe the  Students will be able to The students will sort visuals of solids and liquids into
connection identify the connections the appropriate category.
between two that some of the types of
individuals, events, Summative Assessment:
precipitations share.
ideas, or pieces of The students will create a flip book that they use to
information in a describe the connection that the types of precipitation
text. share.

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 S1E1. Obtain,
evaluate, and
communicate
weather date to
identify weather
patterns.
b. Ask questions to
identify forms of
precipitation such
as rain, snow, sleet
and hailstones as
either solid (ice) or
liquid (water).
Pre-Assessment Data Summary
When conducting my pre-assessment, as a class we discussed the difference between solids and liquids. We
then did a solids and liquids scavenger hunt. This involved the students looking for solids and liquids around
the classroom. The students appeared to enjoy the scavenger hunt and did well finding each of the solids and
liquids. We then discussed the types of precipitation and what form of water each type was. This gave the
students a better understanding of the connection that the types of precipitation share.
Step 4: Materials Needed Teacher Resources (must include podcasts):
Create  “Types of Precipitation” (book)
Learning Higgins, N., Infante, S., & Koskinen, E. (2018). Types of precipitation.
Activities North Mankato, MN: Cantata Learning.
 Georgia Performance Standards
(n.d.). Retrieved from
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/Brow
seGPS.aspx.
 Images of solids and liquids
 Solids and liquids for the scavenger hunt
 Flip book

Student Resources:
 Flip books
 Images of solids and liquids
 Images of the Types of Precipitation
 Markers
Technology I will use a google translating application to help me communicate with the student in the
Connection class that speaks 30 words of English. Both my CT and I use this application daily when
communicating with the student. I will also be using the Recordex for the students to use
to sort the solids and liquids.
Supporting  I will support my students who struggle with spelling by posting the vocabulary
Diverse Learners words on the whiteboard for them to refer to when writing.
 I will support the English Language Learners by providing them with visuals that
they can use throughout the lesson and while they are creating their flip books.
 I will support my student who struggles with behavior by having the students work
at a table with my CT so they have a teacher’s attention and are not disrupting any of
their peers.
Culturally The content of this lesson is relatable to all the students and the cultures they represent.
Responsive Each of the students has had an experience with solids, liquids and wah type for
Teaching precipitation. The students will be able to make real life connections to the content and a
background experience.
Research and When it came to the students making connections, the students showed struggles in this
Theory, or area according to a previous assessment. I wanted the students to take the connections
Principles of Child they made to their personal experiences and apply them to the text. Piaget believed that,
Development “through this assimilation, we add new information to our existing knowledge base,
sometimes reinterpreting these new experiences so that they will fit in with previously
existing information” (Cherry, 2018). By emphasizing the importance of the connections
that the types of precipitation share, the student could tie this connection to their own
background experiences. For example, the students will remember that when they see
snow and sleet that it is cold outside.

References
Cherry, K. (2018, October 8). Assimilation and Jean Piaget's Adaptation
Process. Retrieved from https://www.verywellmind.com/what-is-

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 assimilation-2794821.

Instructional Opening /Hook:

Strategies and I will start the lesson by asking the students about the types of precipitation and what
Learning Tasks they learned about in the previous lesson. I will then ask the students, “what is a solid?”
(include activities, and “what is a liquid?”. I will then show the students some examples of solids and
discussions, or liquids. Which will lead into the content of the lesson.
other modes of
participation that Introduction of Content:
Once I have shown the students examples of each, I will begin a scavenger hunt. I will
engage students to
have the students look around the classroom for solids and liquids. Once the students
develop, practice,
have completed the scavenger hunt, we will talk about what they found. I will then ask
and apply skills the students, “What is the difference between a solid and a liquid?”. We will then talk
and knowledge about their differences. Next we will talk about the types of precipitation and determine
related to a which types are solids and which are liquids. I will explain the connection that they share
specific learning and why these connections are important.
objective(s) or
learning target(s). Work Time:
Learning tasks may Once we have finished our discussion, I will introduce the flip books to our students. I
be scaffolded to will explain to them that they will use these flip books to help identify the connection
connect to prior that the types of precipitation share. I will write the words “solid” and “liquid” on the
knowledge and board for the students to add to their flip books. I will also give the students images of
often include each type of precipitation to place in their flip books. The students will then go to their
formative tables and work individually. While the students are working, I will ask them, “Can you
assessments) identify which types of precipitation are solids and which are liquids?”. Once the
students have finished, they will share their flip books with the class.

Lesson Closure:
I will select three students to share their flip books to the class using the Doc Cam. I will
ask the students, “can you explain the connection the types of precipitation share?”. I
will then explain to the students how important it is that we understand the connections
that things can share.
Connection to the I would incorporate creative expression by making flip books and using visuals to
Arts identify the connection between the types of precipitation.

Higher Order  What is a solid? (Knowledge)

Thinking  What is a liquid? (Knowledge)
Questions  What is the difference between a solid and a liquid? (Comprehension)
(HOTQs)  Can you identify which types of precipitation are solids and which are liquids?
(Application)
 Can you explain the connection the types of precipitation share?
(Comprehension)
Re-teaching, Re- I would have the students make flip books again but have them right a sentence to go
Engagement, with each side of the flip book (solids and liquids). This would help the students with
Practice their writing in the next lesson and would better elaborate on the connection that the
types of precipitation share.
Extensions I would have the students pair up and each select a type of precipitation. The students
would then create “Precipitation Pals”. The students would then write about their types of
precipitation and the connection they share. This would give the students a creative
outlet, while also giving them an opportunity to explain what they comprehend about the
lesson.
Lesson Closure I will select three students to share their flip books to the class using the Doc Cam. I will
have the students explain how they determined the connection each type of precipitation
shares. I will then explain to the students how important it is that we understand the
connections that things can share.
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your

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 instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the
student or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?