Example of a 3 day lesson plan (Template courtesy of Grand Canyon University- College of Education)

 

Section 1: Lesson Preparation

Teacher Candidate Name: Amy Sims

Grade Level:  Kindergarten

 

Unit/Subject: Math and Science

 

Title of Unit and Brief Summary: Living Things: this unit teaches students what living things need to survive as well as how to compare and contrast attributes.

Classroom and Student Factors/Grouping: The focus group of students I will be working with show the range of abilities that are evident in the whole class, both academically and behaviorally. One student in the group does have an IEP and is receiving behavior and occupational therapy services. This affects the planning, teaching, and assessment for the unit because the lessons will need to contain modifiers so all the students can access the information and be successful.

 

	Day 1	Day 2	Day 3
National/State Learning Standards  RF = Reading Foundations K = Kindergarten   The standards will remain the same across all three days. Individual students will be focusing on different standards throughout the lessons	K.LS1.From molecules to organisms; Structures and Processes- use observation to describe patterns of what plants and animals, including humans need to survive (examples of patterns could include that animals need to take in food but plants do not, the different types of food needed by different animals, the requirement of plants to have light, all living things need water) K.MD.A2- directly compare two objects with a measurable attribute in common to see which object has more/less of the attribute and describe the difference	K.LS1.From molecules to organisms; Structures and Processes- use observation to describe patterns of what plants and animals, including humans need to survive (examples of patterns could include that animals need to take in food but plants do not, the different types of food needed by different animals, the requirement of plants to have light, all living things need water) K.MD.A2- directly compare two objects with a measurable attribute in common to see which object has more/less of the attribute and describe the difference	K.LS1.From molecules to organisms; Structures and Processes- use observation to describe patterns of what plants and animals, including humans need to survive (examples of patterns could include that animals need to take in food but plants do not, the different types of food needed by different animals, the requirement of plants to have light, all living things need water) K.MD.A2- directly compare two objects with a measurable attribute in common to see which object has more/less of the attribute and describe the difference
Specific Learning Target(s)/Objectives       “I Can…” statement	Students will be able to identify and sort living things vs non-living things     “I can name living and non-living things!”	Students will be able to identify what living things need to survive     “I can tell others what living things need to survive!”	Students will be able to compare two different living things based on what they need to survive. “I can compare different living things and explain my thinking!”
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.	Living, non-living	Needs, survive	Compare, contrast

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Unit Resources, Materials, Equipment, and Technology    These resources, materials, equipment, and technology will be available for the whole class as well as a specific set at my small group table that I will use directly with my focus group.	Photo cards of living and non-living things; chart paper and markers; tape; IPads with videos about living and non-living things loaded; Waterford supplemental learning program; Cognitive Content Dictionary chart (Project GLAD); manipulatives of living and non-living things; sentence stem cards “I know this is living/non-living because…”	Photo cards of needs of plants and animals (i.e. water, food, shelter…); photo cards of plants and animals; chart paper and markers; tape; IPads with videos of what living things need to survive loaded; Waterford supplemental learning program; Cognitive Content Dictionary (CCD) and Input charts (Project GLAD); manipulatives of living things and the things they need (i.e. water, food, shelter…); sentence stem cards “Living things need …. to survive”	Photo cards of living and non-living things; chart paper and markers; tape; IPads; Waterford supplemental learning program; Cognitive Content Dictionary (CCD) and input chars (Project GLAD); manipulatives of living things and the things they need (i.e. water, food, shelter…); various sized Venn diagrams; manipulatives of living things and the things they need; sentence stem cards “Living things need … to survive because…”
Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? ·  Level 1: Recall ·  Level 2: Skill/Concepts ·  Level 3: Strategic Thinking ·  Level 4: Extended Thinking	What did you notice? What does that mean? What did you learn? How do you know? Why do you think that? Why? How do you know if something is a living thing? Is this living/non-living?	What did you notice? What does that mean? What did you learn? How do you know? Why do you think that? Why? What do living things need to survive? How do you know? Is this a need to survive?	What did you notice? What does that mean? What did you learn? How do you know? Why do you think that? Why? Why did you group things that way? What is the same/different? Can you show that another way? What else can you add?

 

Section 2: Instructional Planning

	Day 1	Day 2	Day 3
Anticipatory Set  How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?   This unit is completed later in the year and the students are very familiar with the expectations and procedures for the Workshop model used to run lessons. One lesson is about 45 minutes long and is broken into three parts: mini lesson, work time, and share circle. They understand what is necessary of the teacher and themselves during each part: mini lesson, work time, and share circle.	Mini Lesson (10-15minutes):  Introduce the vocabulary ‘living’ and ‘non-living’ and complete the CCD chart together. Create a KW chart together by asking the student’s what do you know/want to learn about Living and Non-Living things? Introduce the sentence stem “I know this is living/non-living because…”. Introduce the unit and the I Can statement and explain the centers and have them go work	Mini Lesson (10-15 minutes): review the KW and CCD charts. Add ‘needs’ and ‘survive’ to the CCD chart and complete together. Do a quick share of what they already know about what living things need to survive. Create in front of the students an Input chart for needs of living things, connecting it to that is how they survive. Introduce the I Can statement and the sentence stem “Living things need …. to survive” Then explain the centers and have them go work	Mini Lesson (10-15 minutes): Review the Input and CCD charts together. Add any new thinking to the KW chart. Introduce the vocabulary ‘compare’ and complete the CCD chart. Explain that today they get to show what they have learned by comparing two different living things and their needs. Model creating a Venn Diagram as an input chart. Explain that they get to create, then share, their own Venn Diagram. They may create their diagram by either drawing; dictating; cutting and gluing pictures; or placing manipulatives on one and taking a photo;
Presentation of Content
Multiple Means of Representation    The content described will be delivered in a small group setting with my focus group of 5 students. During the work time I will have my small group table set up with all the modes of learning available and will work directly with the group. They will still have choice in how they want to interact with the information. This is different from the rest of the class because while they will be encouraged to switch centers during work time, my focus group will be allowed to use the method they chose the entire time if they prefer.	Content will be presented in different ways to attend to the different learning styles of the students. It will be delivered orally, visually, and kinesthetically during the mini lesson and work times. Students will be repeating phrases / academic language through the sentence stems, they will be allowed to hold the sentence stem when speaking; they will get to work through thoughts together during turn and talks as well as at centers; the content will be presented visually with the photo cards, orally with the IPad videos, and kinesthetically through the manipulation of manipulatives.	Content will be presented in different ways to attend to the different learning styles of the students. It will be delivered orally, visually, and kinesthetically during the mini lesson and work times. Students will be repeating phrases / academic language through the sentence stems, they will be allowed to hold the sentence stem when speaking; they will get to work through thoughts together during turn and talks as well as at centers; the content will be presented visually with the photo cards, orally with the IPad videos, and kinesthetically through the manipulation of manipulatives.	Content will be presented in different ways to attend to the different learning styles of the students. It will be delivered orally, visually, and kinesthetically during the mini lesson and work times. Students will be repeating phrases / academic language through the sentence stems, they will be allowed to hold the sentence stem when speaking; they will get to work through thoughts together during turn and talks and with elbow buddies while working; they will be able to demonstrate their learning in a style that best suits them. They may choose to tell a teacher directly; place manipulatives and take photos; draw pictures; or cut-and-paste photo cards. Each method is tied to either visual, auditory, or kinesthetic learning styles.

 

Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: ·  English Language Learners (ELL) ·  Students with special needs ·  Students with gifted abilities ·  Early finishers (those who finish early and may need additional sources/support)	This supports ELL, special needs, and gifted students because the information is being delivered in many different ways. Turn and talks will be used so they are able to discuss their ideas with peers and will be able to use any charts / words / images created together during the work time.     During the mini lesson portion of the workshop model there are no ‘earl finishers’ because it is always done whole group where we learn together.	This supports ELL, special needs, and gifted students because the information is being delivered in many different ways. Turn and talks will be used so they are able to discuss their ideas with peers and will be able to use any charts / words / images created together during the work time.    During the mini lesson portion of the workshop model there are no ‘earl finishers’ because it is always done whole group where we learn together.	This supports ELL, special needs and gifted students because of the detailed modeling I will be doing of the different ways to show learning. Also, all charts will be up and available as a resource for students to refer back to and use while they are working. That is another method that supports students at all levels. They may use the resources as much or as little as they need.
Application of Content
Multiple Means of Engagement  How will students explore, practice, and apply the content?	Work Time (20 minutes): Have the students rotate through the different centers (photo cards and manipulatives of living and non-living things, books, and videos on the IPads).	Work Time (20 minutes): Have the students rotate through different centers (photo cards and manipulative of living things and their needs; books, and videos on the IPads).	Work Time (20 minutes): Have the students chose which method they want to use to demonstrate their learning and have them complete the task
Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: ·  English Language Learners (ELL) ·  Students with special needs ·  Students with gifted abilities ·  Early finishers (those who finish early and may need additional sources/support)	This day will be set up so my group will be with me for the entire work time. They will be receiving direct instruction in a small group and one on one. I will also tailor my questions to each student to help them access the content in meaningful ways appropriate to their readiness. This method of questioning supports ELL, special needs, and gifted students. Early finishers will be encouraged to use a different center to explore the information and / or complete an assigned math lesson on the Waterford program using an IPad.	This day will be set up so my group will be with me for the entire work time. They will be receiving direct instruction in a small group and one on one. I will also tailor my questions to each student to help them access the content in meaningful ways appropriate to their readiness. This method of questioning supports ELL, special needs, and gifted students. Early finishers will be encouraged to use a different center to explore the information and / or complete an assigned math lesson on the Waterford program using an IPad.	This day the students will be completing their performance task and I will again work directly with my focus group and continue to use the strategy of questioning with individual students at their unique levels. They will be able to chose a way to demonstrate their understanding that best suits them. My continued support and questioning will support ELL, special needs, and gifted students. Early finishers will be asked “what else can you add? Can you show that another way?” and / or will again complete an assigned math lesson on Waterford.

 

Assessment of Content
Multiple Means of Expression  Formative and summative assessments used to monitor student progress and modify instruction.	Share Circle (10 minutes): gather the students in a share circle. Remind them of the sentence stem, using the sentence stem written out. Hand the sentence stem to the first student to share and let them share their thoughts using the sentence stem   I will conduct a formative assessment by collecting observational data during this time using a note book while the students share.	Share Circle (10 minutes): gather the students in a share circle. Remind them of the sentence stem, using the sentence stem written out. Hand the sentence stem to the first student to share and let them share their thoughts using the sentence stem   I will conduct a formative assessment by collecting observational data during this time using a note book while the students share.	K.MD.A2- Student created Venn Diagram that compares attributes two different living things need to survive K.LS.1- Personal Exploration- allow student to self-select a topic (plant or animal) to explore and create a book using a combination of drawing, dictation, and writing that identifies what plants/animals need to survive- animals need: water, food, shelter; plants need: water, soil, sunlight   Share Circle (10-15 minutes): gather the students in a share circle. Remind them that today they were comparing two different living things. Invite them to share their creations with the class following share circle protocols. Hand out the academic vocabulary cards to the first student to share and let them show their work while explaining their thinking.   On this particular day students will be completing a performance task. The share circle will run as per our routines for the classroom, however this part may take more than one session. That will allow students adequate time to complete their chosen task as well as time to share (either with the class or individually with me).
Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: ·  English Language Learners (ELL) ·  Students with special needs ·  Students with gifted abilities ·  Early finishers (those who finish early and may need additional sources/support)	I will be questioning and talking with my focus group focusing on the “I can name living and non-living things!” statement, encouraging them to elaborate their thinking, guiding any misinformation. This method of formative assessment will allow me to tailor my questions to support ELL, special needs, and gifted students. Early finishers will be encouraged to engage with the material using a different center, see if they can complete a center a different way, or complete a focused math lesson on an IPad using our Waterford program.	I will also be questioning and talking with my focus group during the work time. I will refer back to the statement “I can tell others what living things need to survive!” encouraging them to elaborate their thinking. They will be encouraged to use the center of their choice to help show / explain their reasoning. Again, this formative assessment is easily tailored to my diverse group through questioning. Early finishers will again be encouraged to engage with the material using a different center, see if they can complete a center a different way, or complete a focused math lesson on an IPad using our Waterford program.	Alternative assessments- student created poster; student could verbally compare and contrast the attributes of two different living things; visual assessment using photo cards and / or manipulatives. By allowing multiple ways for students to demonstrate their understanding with the variety of performance tasks, students who are ELL, special needs, or have gifted abilities will be able complete the task in a way that is accessible to them.
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives.	Homework: With your family, can you find and list 5 living things AND 5 non-living things in your home?	Homework: With your family, can you find and list 5 things you need to survive that are in your home?	Homework: With your family, discuss the following question (don’t forget to use all you have learned!)- what would happen if it were to rain for an entire month? How would that affect your needs for survival?

 

 Template from Grand Canyon University: College of Education- 3 day unit plan