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Lesson Plan Template

First Name Malie Last Name Koehler

UH Email maliesk@hawaii.edu Date 01/28/2016
Semester Spring (4) Year 2016
Grade 30 Minutes
Level/Subject First Grade/ Science Lesson Duration
Title Time to Eat Drama Lesson

Lesson Overview
Briefly summarize your lesson plan in a few sentences.

The class will read a text, draw information out about certain animals, and then reflect
on what features animals use to get the food they need to survive in the wild.

Central Focus (Enduring Understandings)

A brief description of the important understanding(s) or key concept(s)

edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidate’s plans build on
each other to support learning of essential understandings and concepts to lead students to make
connections. There is a clear connection between concepts and skills.
InTASC Standard 4. Content Knowledge

Children will focus on how animals get their food, how to draw information out of a text,
how to use drama to express information and ideas, and how to express what features
an animal uses to get the food it needs to survive in the wild.

Essential Question(s)
The big idea of the lesson stated as a question or questions

How do animals survive in the wild?

What features do animals have to help them get their food?

How do animals use their features to get their food?

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Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III)
that align with the central focus and address essential understandings, concepts, and skills

1.RI.1
Ask and answer questions about key details in a text.

1.W.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

SC.1.4.1
Describe how living things have structures that help them to survive

Prior Academic Knowledge and Student Assets

The students’ prior academic learning and personal/cultural/community assets that will support their
learning

edTPA Rubric 3 - Using Knowledge of Students to Inform Teaching and Learning: The candidate
uses knowledge of his/her students to justify instructional plans.

InTASC Standard 1. Learner Development

Students are learning about animals, their anatomy, and what they need to survive.
Students are familiar with utilizing their science notebooks to document learning through
sentences and pictures. Students are familiar with using sentence frames.

Academic Language Demands

The language function essential for student learning (verb), additional language demand(s) (vocabulary or
symbols, syntax, discourse), and language supports (helps the student understand and use language)

edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate identifies and
supports language demands associated with key learning tasks.
Students will be asked to write a sentence and draw a picture to match at the end of the
lesson. They will be provided with a sentence frame to do so as well as a word bank to
refer back to during independent writing time.Throughout the lesson, children will be
exposed to potentially new vocabulary (to be explained as they come up and as
needed):
- Endangered
- Paralyze
- Venomous
- Dung
- Aye-aye
- Drama
- Pantomime
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Instructional Strategies and Learning Tasks

A description of what the teacher will be doing and what the students will be doing that 1) uses clear
steps that convey the use of multiple strategies, resources, and technology and 2) offers opportunities
offered for inquiry, active learning, individual work, and pairs/small group interactions

edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport with and respect for
students. Candidate provides a challenging learning environment that provides opportunities to express
varied perspectives and promotes mutual respect among students.

edTPA Rubric 7 - Engaging Students in Learning: The candidate actively engages students in learning
tasks that address their understanding of key content. Candidate prompts students to link prior academic
learning and personal, cultural, or community assets to new learning.

edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student responses to promote
thinking and to apply strategies and skills. Candidate facilitates interactions among students so they can
evaluate their own abilities to apply the essential strategy in meaningful reading or writing contexts.

edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students to learn, practice, and
apply strategies and skills. Candidate explicitly teaches students when to apply the strategy in
meaningful contexts.

InTASC Standard 3. Learning Environments

InTASC Standard 5. Application of Content

InTASC Standard 7. Planning for Instruction

InTASC Standard 8. Instructional Strategies

 Give detailed, step-by-step instructions on how you will implement the instructional plan.
 Describe exactly what students will do during the lesson.
*This may take more/less time depending on the students.

Introduction
Teacher will- explain the content and activity of the lesson: how animals get their food,
using our bodies to help us learn and remember

Energizer/Warm-Up (10 mins)

“Wiggle Worms” (Cornett p.231)
Teacher pretends to open a jar of worms and throw them to the students. As the
students catch the worms, they turn into wiggly worms. They must act like worms- no
voices, no arms, wiggling on the ground to get the nutrients they need. Teacher says,
“Freeze!” and asks half of the room to observe the other half still frozen. What do you
see? What do you notice about their bodies? Can you tell what they’re acting like? How
can you tell? Resume Wiggly Worms, and repeat with the other half.

Focusing Event (20 mins)

I do- Teacher will read about the first animal, say a sentence explaining how it gets its
food, and act out a pantomime to show what is expected. After each pantomime the
class will pause to reflect on how we moved our bodies to express animal.
For each sentence, they will follow this format: “The _____ uses its _____ to _____.”
“The Panda Bear uses its paws to break off and eat the Bamboo.” Following the
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sentence with the pantomime.

We do- Teacher and students read about more animals and act them out together.
“The Chipmunk uses its stretchy cheek pouches to store seeds and nuts.” *Pantomime*
“The Black-Widow Spider uses venom to paralyze its prey, and then wraps it in their
silky web.” *Pantomime*
“The Dung Beetle uses its claws to roll dung into a ball for its family.” *Pantomime*
You do- Teacher and students read through the rest of the animals, but the students
come up with the movements for each pantomime.
“The Aye-Aye uses its long fingers to grab bugs out from inside the tree.” *Pantomime*
“The Giant Hawk Moth uses its long, tube-shaped mouth to suck nectar from flowers.”
*Pantomime*
“The Crucifix Frog uses its skin to trap insects and eat them all at once.” *Pantomime*

Closing Reflection/ Exit Pass(10 mins)

Animal Worksheet- Children must pick an animal from the lesson, write down what they
eat, what feature they use to obtain their food, and draw a picture to represent their
animal.

Assessment
The tools/procedures to monitor students’ learning of lesson objective(s) to include formative assessments applied
throughout the lesson and a summative assessment of what students’ learned by the end of the lesson (include checklist
or rubric)

edTPA Rubric 5: Planning Assessments to Monitor and Support Student Learning: The candidate selects and
designs informal and formal assessments to monitor students’ use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to demonstrate their learning.

edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate gives specific feedback to address
students’ strengths and needs related to the learning objectives.

edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities for students to use the feedback to
guide their further learning.

InTASC Standard 6. Assessment

The formative assessment will be by observation of how they act out the actions of animals obtaining
their food.

The summative assessment will be based on their entries into their science notebooks.
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Rubric:

Well Below Developing Proficiency Meets Proficiency Meets with Excellence

- Student needs - Student - Student - Student participated
encouragemen participated in the participated and encouraged
t to participate beginning, but willingly and classmates to do the
in activities needed reminding enthusiastically same
to continue
- Student needs - Student was - Student was on task
help staying - Student needed focused, and encouraged
focused and reminders to stay engaged, and classmates to do the
engaged focused, on task same
engaged, and on
task
- Student - Student could - Student expressed with
needed help to express with their body and helped
express with - Student needed their body classmates to express
their body reminders on how with theirs
to express with - Student
- Student did not their body completed - Student completed
complete - Student needed sentence sentence frame with no
sentence intensive aid in frame with little assistance and drew
frame in their completing to no an accompanying
science sentence frame assistance picture to match
notebook
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Differentiation and Accommodations

Instructional strategies and planned supports for individuals, and/or groups of students with specific
learning needs that provide adaptations connected to instructional strategies, the learning environment,
content, and/or assessment/performance task for individuals and/or small groups (e.g., ELL/MLL,
struggling, accelerated, 504/IEP, etc.)

edTPA Rubric 2 - Planning to Support Varied Student Learning Needs: The candidate uses
knowledge of his/her students to target support for students’ learning. Supports include specific strategies
to identify and respond to common developmental approximations or misconceptions.

InTASC Standard 1. Learner Development

InTASC Standard 2. Learner Differences

We have several ELL, Struggling, Accelerated, and 504/IEP students in our class.
Accommodations are listed below. Most of the lesson will be whole group instruction.

List the type of accommodation or differentiation (learning

TYPE OF LEARNER environment, content, process, or performance task) and
describe how you will differentiate.
Pictures (PowerPoint), Movement (Drama)
ELL/MLL Teacher/tutor assistance

Pictures (PowerPoint), Movement (Drama)

Struggling

Accelerated

Extended time to work and respond

504/IEP

Others (describe)
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Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom lesson plans, etc.)
into the space below. You may use as many pages as needed beyond the space below to paste your
materials.

Text- “Time To Eat” By Steve Jenkins and Robin Page

PowerPoint with pictures of the animals learned about
Projector
Science Notebooks
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Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.

edTPA Rubric 10 – Analyzing Teaching Effectiveness: The candidate uses evidence to evaluate
and change teaching practice to meet students’ varied learning needs.

edTPA Rubric 15 – Using Assessment to Inform Instruction: The candidate uses the analysis of
what students know and are able to do to plan next steps in instruction.

InTASC Standard 9. Professional Learnin

g and Ethical Practice

 What changes would you make to your instruction—for the whole class and/or for students who
need greater support or challenge—to better support student learning of the central focus (e.g.,
missed opportunities)?
 Based on your reflection and your assessment of student learning, describe the next steps to
support students’ learning related to the central focus and student learning objectives.

I think one thing I would definitely change if I taught this lesson over or again, is the amount of time I
could spend on each thing. I felt like some parts of the lesson were rushed through and brushed over
because of the time limit. I understand that we need time limits to maintain structure, but the blocks in
elementary classrooms are usually about an hour and a half to two hours long. Trying to fit all parts of a
lesson into a measly 45 minutes can be pretty difficult. In addition to spending more time on the lesson, I
would want to establish beforehand specific places students can be to learn. We have a few students with
504/IEP’s, and they tend to want to wander. If they have options of places where they can work and
focus in their own personal space I think it would be helpful. I had to remind a few of the students of
where they were supposed to be several times during the lesson, more than I would have liked. If I had
designated these learning areas prior to the lesson, I think it could have prevented some of the
distractions during the lesson. Another change I would make is to incorporate more student interaction. I
would want them to maybe act things out together throughout the lesson instead of only at the end. I
think these changes would improve student learning, because they would all encourage more focus.
Spending more time on the lesson would allow me to go deeper into the content to hopefully take the
concept from abstract to more concrete and clear. If the students know that they have the option to move
to another designated learning space, it allows them to take responsibility of their learning, focus better,
and consequently, retain more. If I had incorporated more student interaction, I think the concept of
drama would have been clearer and more engaging. This is in relation to Vygotsky’s theory of social
development, wherein, he believes that children learn best in a social context. Especially concerning a
subject like drama, I would have to agree. The learning experience becomes much more memorable
when it is paired with the social aspect. While it might seem like play, children retain a lot from this kind
of interaction.
The next steps I am taking with their learning are incorporating the things learned in this lesson into
other subject areas. For example, we have been continuing learning about animals and frequently refer
back to the drama lesson to recall information. Also, we have been incorporating drama into math block.
We will use pantomime to act out word problems to help the students understand and solve. By doing
this, the concepts have become much more familiar. The students use pantomime with much more
confidence now that they are so much more familiar with it and it is not such a foreign thing.