Elementary and Early Childhood Education Lesson Plan Template

Name: Taylor Ferguson Date: October 3, 2019

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

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 the
(Classroom classroom. There is also a Recordex placed in the middle of the whiteboard.
Context) 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 in 0 N/A
academic knowledge
Other learning needs 2 There are two students in the class 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 constant
positive feedback.

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 Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
 Personal: The students love sharing stories about their families or their
experiences. This lesson will give the students opportunities to share stories
about their experiences with precipitation. The students also have previous
experiences filling out anchor charts with the teacher, so they will be familiar
with the format of the lesson. Each of the students have had an experience with
at least one form of precipitation, so they all will be able to share a story.
 Cultural: This lesson includes students talking about their personal
experiences with a type of precipitation. This allows students to find
similarities and differences in theirs’ and their peers’ experiences. This is
something all of the students, no matter their background, will be able to relate
to.
 Community: I checked out the text I will be reading from the local library and
I will share that with the students, so they know that the book came from their
community.
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 describe things using
different adjectives. The students have been working on adjectives for the past two
weeks, so this lesson will activate that prior academic knowledge.
 The students will need to know how to describe the types of precipitation and how
to identify each type of vocabulary. The students will also need to be able to take
turns when sharing stories and listen to their peers when they are speaking.

Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
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 student will be able to identify the different types of precipitation using 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 the types of precipitations. For example, a student may
Approximations think that hail and snow are the same things because they are both frozen.
 The students may not understand what each type of precipitation is.
What I will do if this occurs:
 I will make sure to include descriptions that show the differences between each of
the types of precipitation.
 The text shares details about each type of precipitation, but I will be sure to have
stories to share about my experiences with each type to help them understand what
each type is.

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary
Language function: The teacher will begin the  The ELL students will have
 Words and
Identifying lesson by talking about how we visuals of each of the types
phrases Describing can describe things by referring of precipitation. They will
with subject to the anchor chart the class also be given descriptive
specific completed the week prior. The terms to help them describe
meanings teacher will then read the text each type.
that differ as an interactive read aloud. As  The student who is a Tier 2
from we read, the teacher will for behavior will sit near the
meanings emphasize each type of anchor chart to help him stay
used in precipitation and point our on task and help me write
everyday words that help describe the the answers.
life (e.g., types.  The student who is a Tier 3
for speech will sit with my
CT to have her read the text

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 table, ruler, slowly and help her sound
force) out words.
 General
academic
vocabulary Multiple meaning words: I will explain this word by I will point at the computer and
used across Type pointing to the compute and demonstrate typing, then I will
disciplines then pointing to the categories point to the anchor chart and
(e.g., on the anchor chart we created. show each form of
compare, precipitation.
analyze, Academic vocabulary: As we read the book together The teacher will preview the
evaluate) Types of Precipitation as a class, the teacher will academic vocabulary in small
 Subject- Characteristics instruct students to identify the groups, so that the students
specific types of precipitation when have a better understanding
words they hear them. Once the we before reading the test. This
defined for complete the book, the students will also help them understand
will describe different the meaning of the lesson.
use in the
characteristics about each type
discipline
of precipitation.
Subject-specific vocabulary: As we read, the text will The ELL students will be given
Language Function: Rain identify the different types of images of each type of
the content and Sleet precipitation, we will then take precipitation to help them make
language focus of the Hail the time to add each type to our connections to the vocabulary.
learning task (e.g., Snow chart and then take time to talk The teacher will then share a
activities, discussions) about each type. This will help personal experience with each
represented by the students understand the content type of precipitation to help the
active verb in the of the lesson as well as aid students understand the
learning objective(s) them in their comprehension. meaning of each term.
or learning target(s) Syntax: The teacher will provide the The teacher will have the ELL
(e.g., apply, evaluate, The students and teacher will students with an anchor chart students draw each type of
cause and effect, use an anchor chart to organize that will fill out together as a precipitation as their way of
sequence, each type of precipitation. The class. The teacher will model describing it. Each student will
hypothesize, infer, students will describe each how to describe a type of receive a chance to share their
summarize, describe, type of precipitation and share precipitation and share a experience and will be given
personal experiences for each personal experience of each enough time to not feel rushed.
explain)
which will help them convey type.
meaning.
Language Supports:
Discourse: The teacher will use the rain The teacher will clearly explain
instructional supports For the lesson closure, we will stick to promote respectfulness the importance of sharing the
that help students have a class discussion. The amongst the students. This way story and remind the students
understand and students will pass around a rain each student has a chance to to be respectful of their peers
successfully use the stick and each share an speak and each student is heard and allow students to take as
language function experience they have shared when they are speaking. much time as they need. The
(e.g., sentence with one of the types of ELL students will be given a
starters, graphic precipitation. I will be sure to sentence frame to help share
organizers) encourage each student to their experience.
describe how their experiences
Syntax: set of with lots of details. We will
conventions for also refer back to our anchor
organizing chart we created and see if our
information (e.g., experiences match the
descriptions we found.

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 sentences, graphs, Students will be listening to the story about the types of participation as it is being read to them to
tables); organizes help them identify each type. They will also be listening as their peers when they are sharing their
language to convey personal experiences.
meaning
The students will be speaking to the teacher when identifying and describing each type or
Discourse: how precipitation and when they are sharing their personal experience with precipitation.
members of the
The students will be reading the anchor chart as they fill it in with the different descriptions of each
discipline talk, write,
type of precipitation.
and participate in
knowledge The student will be writing about their personal experiences with a type of precipitation in their
construction using writing journals. They will describe what their experience was like.
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: Design Type of Assessment Format of Assessment (e.g., quiz, Supports, Accommodations, Evaluation Criteria
Assessment test, checklist, KWL chart, Modifications How will you know or
Framework performance task) measure if the students
have met the learning
objective(s) or learning
target(s)?
Pre-assessment Class Discussion about how we use Reference to an anchor chart I will give the students an
words to describe things. the class has previously made example and see if they are
about adjectives. able to come up with words
to describe it.
Formative Anchor Chart The text will be read aloud so I will look at the finished
assessment(s) students are able to identify anchor chart and see if the
and describe each type of students were able to
precipitation. Each type of identify and describe the
precipitation will be color types of precipitation on the
coordinated on the chart to chart.
prevent confusion.
Summative Writing sample The students will be given a I will see if the students
assessment(s) sentence from to help them identify a type of
with their writing. I will be precipitation in their
available to help the students writing. I will also see if
by walking around the they were able to describe
classroom if they need any their experience and the
support. type of precipitation.
Assessment Plan Alignment
Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning Target(s)
ELAGSE1R13:  The student will be able to Formative Assessment:
Describe the identify the different types of Once we have finished the text, we will take turns describing
connection between precipitation using the text. each type of precipitation. The students and I will work
two individuals,  The students will be able to together.
events, ideas, or describe each of the different  The students must identify the types of precipitation
pieces of information types of precipitations using the and be able to describe them.
in a text. text
and personal experiences. Summative Assessment:
S1E1. Obtain, The students will write about a personal experience with a
evaluate, and type of precipitation, they will also have to describe their
communicate weather experiences.
date to identify
weather patterns.
b. Ask questions to
identify forms of
precipitation such as
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 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 words we can use to describe things. The class has been
working on adjectives for the past week, so the students were familiar with this concept. There were a few students who
struggled coming up with adjectives to describe my example (a frog). When I noticed the students struggling, as a class, we
looked at the anchor chart they previously created, and this helped the students come up with adjectives. I will keep the
adjectives chart posted during my lesson to help the students who may struggle coming up with words to describe each type of
precipitation. During my lesson I will also model describing on the anchor chart we create for the types of precipitation.
Step 4: Create Materials Needed Teacher Resources (must include podcasts):
Learning  “Types of Precipitation” (book)
Activities Higgins, N., Infante, S., & Koskinen, E. (2018). Types of precipitation. North Mankato,
MN: Cantata Learning.

 Georgia Performance Standards

(n.d.). Retrieved from
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspx.

 Sentence frame (for writing sample)

Student Resources:
Anchor chart (1)
“Types of Precipitation” (1)
Higgins, N., Infante, S., & Koskinen, E. (2018). Types of precipitation. North Mankato,
MN: Cantata Learning.

Sentence frames (23)

Rain stick (1)

Technology I will use a google translating application to help me communicate with the student in the class that
Connection speaks 30 words of English. Both my CT and myself use this application daily when communicating
with the student.
Supporting Diverse  I will support my student who struggles with speech by differentiating the representation of
Learners information by having the CT read with the student while I read aloud.
 I will support my students who struggle with reading by differentiating the action of reading
through reading the book aloud to the students
 I will support my students who struggle with writing by differentiating the way students express
their experience through the use of sentence frames to help format their writing.
 I will support my English Learners by differentiating the way the chart is presented through
visuals to help the students understand the vocabulary.
 I will support my student who struggles with behavior by differentiating the how the student
expresses their experiences. I will have the student sit next to me and I will have them share
their experience first, so the child does not become frustrated or angered.
Culturally Responsive The content of this lesson is relatable to all the students and the cultures they represent. Each of the
Teaching students has had an experience with at least one type of precipitation. The students will be able to
make real life connections to the content and a background experience. My students also enjoy
sharing stories during whole group, so this lesson will allow each student to share a story about their
experience.
Research and Theory, According to Vygotsky, “the community and culture that surrounds a child plays a central role in the
or Principles of Child process of making meaning”. For students to truly comprehend content they must makes connections
Development that are meaningful. By tying in the students personal experiences, the students will make a
meaningful connection to the content I am teaching. Weather and precipitation happen all around us
and affects the students day-to-day lives. Students will have prior experiences with precipitation, so
this lesson will give them meaning to something they witness regularly.

References
Social Development Theory (Lev Vygotsky). 2013. Retrieved from
https://www.instructionaldesign.org/theories/social-development/

Instructional Opening /Hook:

Strategies and I will start the lesson by asking the students about adjectives. I will give the students a word (frog,
Learning Tasks the classroom theme) and have the students come up with words to describe it. I will refer to the
(include activities,

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 discussions, or other “Adjectives” anchor chart that the students previously created with their teacher if they struggle
modes of coming up with words to describe my example.
participation that
engage students to Introduction of Content:
develop, practice, Once we have described the example I will present the text, “Types of Precipitation” to the class and
and apply skills and I will ask the class, “Can someone tell me what is precipitation?”. I will allow the students to answer
knowledge related to and I will then explain that we will be a reading about the four types of precipitation. I will point to
the blank anchor chart and explain to the students that if they hear me say a type of precipitation, that
a specific learning
they should raise their hand, so I can add it to our chart. I will then read the text aloud to the students.
objective(s) or
The students will listen and raise their hand when they hear me say a type of precipitation. I will
learning target(s). make sure to add all four types to the chart. Once we have finished the book I will ask the students,
Learning tasks may be “Can you identify each type of precipitation?”. Once they answer, I will ask the students, “How
scaffolded to connect would you describe each type of precipitation?”. Once they answer, I will then call on students to
to prior knowledge give me words that describe each type. I will refer students to their Adjectives anchor chart if they
and often include are struggling. I will ask the students, “What is the difference between the types of precipitation?” to
formative help them with their describing.
assessments)
Class Discussion:
Once we have filled out our anchor chart, I will sit on the floor with the students and introduce them
to my rain stick. I will explain that we will be sharing an experience we have had with one of the
types of precipitation. I will also explain that only the person who has the rain stick will be able to
talk. I will begin by modeling my own experience and then pass the rain stick to the next student and
ask the student, “Can you explain an experience you have had with one of the types of
precipitation?”. Each student will share their experience by answering that same question.

Learning Task:
Once every student has shared their story, I will present the sentence frame to the class. I will explain
that I want the students to write about their experience with one of the types of precipitation and then
draw a picture to go with their writing. I will encourage the students to refer back to our anchor chart
while they are writing.
Connection to the I would incorporate creative expression by having the students draw a picture of their personal
Arts experience to go along with their writing sample.

Higher Order  What is Precipitation? (Knowledge)

Thinking Questions  What is the difference between the different types of precipitation? (Comprehension)
(HOTQs)  Can you identify each type of precipitation? (Application)
 How would you describe each type of precipitation? (Knowledge)
 Can you explain an experience you have had with one of the types of precipitation?
(Comprehension)
Re-teaching, Re- I would have the students do a word or picture sort of the different types of precipitation. This would
Engagement, Practice help the students who struggle with identifying the types of precipitation. I could also do an adjective
sort for the students who struggle with describing each type of precipitation.

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 writing sample and picture to the class using the Doc Cam. I
will have the students read their experience of the type of precipitation and describe to the class and
how the experience made them feel. I will also have them explain why they chose that type of
precipitation to write about.
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?
I believe the lesson as a whole went well, especially when the students shared their experiences with
precipitation. Each of the students were given a chance to be heard and make connections to the content and
their own experiences.
 What did not work well and why?
There could have been some classroom management strategies put into place to help keep the students engaged
and from blurting out during the lesson. Some of the students struggled to understand having to wait their turns
when speaking. There were also a few misconceptions during the lesson that I could have addressed more
directly. For example, one student said hail was made from metal. I should have addressed the misconception
and corrected the student in a way that still respected their input.
 How did the learning environment and materials work together to support student learning?
The learning environment was comfortable for the students and the materials helped grab and maintain the
students attention. The writing prompts helped the students focus on what they were writing. The students who
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 struggle with writing were also able to draw a picture of their experience to help the reader understand what
they were saying if their writing was lacking.
 What improvements and changes would you make if you were to teach the lesson again and why?
I would model my own writing sample for the students so they understand what they should be writing about. I
would also model for the students how I would grade their writings so that the students understood exactly what
I am looking for when grading.
 What did you learn about yourself as a teacher?
I learned that I focus on the students positives and that I encourage students to share their knowledge. I also
learned that I know the students pretty well and how I can help them in different settings. For example, when
each student was sharing their experiences with the class I knew there were a few students who struggle
speaking out loud, so I prepared myself with questions to help those students share their experiences without
overwhelming them.

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your instructional
plan? Provide examples from your experiences teaching the lesson.
The students were able to grasp the content through the connection of their personal experiences. For example, I
asked the students at the beginning of the lesson if any of them know what is precipitation and none of the
students did. By the end of the lesson the students were able to use their experiences to explain to me what
precipitation is and what each of the types are.

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?
The students did well on the assessment. Each of the students were able to write about experiences they have
had with a type of precipitation. Each of the students also included a type of precipitation in their writings.
However, some of the students did not include describing words within their writings. The students had access
to our anchor chart we made about describing words for each type of precipitation, yet half of them did not
include a describing word in their writing.
 How will you act upon, and will students be able to act upon, the feedback provided form each assessment strategy
used?
I spoke with each student individually after they finished. We discussed how they did in their writing and what
areas they could work on in the future. I encouraged the students to give me feedback on how I could help them
more in future as well. For the students that did not include a describing word, we went to our anchor chart and
I had them pick a word from out chart to add to their writing and they were able to “edit” their writing before
placing it in the hallway. I will use the feedback they give me to improve my own teaching in future lessons.