GENEVA COLLEGE

BEAVER FALLS, PA
EDU 343
LESSON PLAN FORMAT

NAME: Kyleigh Jo Ward DATE: 2 April 2020

COURSE: EDU 343 GRADE LEVEL: 1

I. TOPIC AND GENERAL GOAL

DISCUSS AND DEMONSTRATE THE USE OF MANNERS

II. REFERENCE TO PA OR COMMON CORE STANDARDS

Standard - AL.4.1.A1: Relate knowledge learned from one experience to another.
Standard - CC.1.5.1.B: Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
Standard - 8.4.1.D: Describe examples of conflict and cooperation in the classroom
community.

Standard 1: English language learners communicate in English for SOCIAL AND

INSTRUCTIONAL purposes within the school setting.

III. LESSON OBJECTIVES

TSWBAT ask questions during the reading to better understand the point
TSWBAT answer questions about the reading
TSWBAT role play what they saw in the story with a partner or small group
TSWBAT describe examples of conflict and cooperation in the classroom
TSWBAT describe how they should treat others

IV. MATERIALS
 “DO UNTO OTTERS: A BOOK ABOUT MANNERS” BY LAURIE KELLER
 CUE CARDS
(FILE:///C:/USERS/HICKO/APPDATA/LOCAL/TEMP/TEMP1_BOOKCOMPANIONSCOLLECTION
%20(1).ZIP/BOOK%20COMPANIONS/DO%20UNTO%20OTTERS.PDF )
 DO UNTO OTTERS AS YOU WOULD HAVE OTTERS DO UNTO YOU WORKSHEET ACTIVITY
(FILE:///C:/USERS/HICKO/APPDATA/LOCAL/TEMP/TEMP1_BOOKCOMPANIONSCOLLECTION
%20(1).ZIP/BOOK%20COMPANIONS/DO%20UNTO%20OTTERS.PDF )
 ROLE PLAY STRIPS
 SCISSORS
 PENCIL/CRAYONS
V. A. INTRODUCTION
*STUDENTS WILL BE ON THE CARPET
TODAY WE ARE GOING TO READ A BOOK THAT WILL HELP US BECOME BETTER CLASSMATES TO
EACH OTHER. WE COULD ALL WORK ON BEING BETTER FRIENDS TO MAKE OUR CLASSROOM A
GREAT AND WELCOMING ENVIRONMENT. BUT BEFORE WE DO THAT, I WANT TO TALK ABOUT
SOMETHING FIRST TO PREPARE US FOR THE STORY.
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
THE TITLE OF OUR BOOK TODAY IS “DO UNTO OTTERS: A BOOK ABOUT MANNERS” AND THE
AUTHOR IS LAURIE KELLER.
HAVE YOU HEARD A SAYING LIKE THAT BEFORE? LIKE “DO UNTO OTTERS”? WHERE HAVE YOU
HEARD IT?
WHAT DO YOU THINK THE BOOK IS ABOUT?
WHAT DO YOU KNOW ABOUT OTTERS? RABBITS?
HOW ARE THEY ALIKE? DIFFERENT?
THINK ABOUT THIS IN YOUR HEAD, ARE THERE STUDENTS IN THE CLASS THAT ARE DIFFERENT
FROM
YOU? THINK ABOUT WHAT YOU MIGHT HAVE IN COMMON? DO YOU HAVE SOME OF THE SAME
NEEDS KIND OF LIKE RABBITS AND OTTERS? HUNTER(EL), HAVE YOU SEEN DIFFERENCES IN HOW
WE DO THINGS IN THIS CLASSROOM IN COMPARISON TO YOUR CLASSROOM AT HOME? WHAT
KIND OF SIMILARITIES ARE THERE BETWEEN YOU AND YOUR CLASSMATES? ASK A FEW OTHER
STUDENTS WHAT SIMILARITIES THEY HAVE WITH EACH OTHER.

LET’S FIND OUT WHAT HAPPENS WITH THE OTTERS AND THE RABBIT IN OUR BOOK.
*READ THE BOOK
WHILE READING:
 WHAT ARE THE THREE PARTS THAT MAKE SOMEONE FRIENDLY ACCORDING TO RABBIT?
 HAVE STUDENTS REPEAT AFTER YOU WHEN YOU GET TO THE “PLEASE” IN 5
LANGUAGES, “THANK YOU” IN 5 LANGUAGES, AND “EXCUSE ME” IN 5 LANGUAGES.
HAVE HUNTER (EL) LEAD THE CLASS IN SAYING THE WORDS IN SPANISH
 WHAT DID HE SAY THAT IT TAKES TO BE CONSIDERATE?
 BEFORE YOU READ COOPERATES DEFINITION… WHAT DO YOU THINK COOPERATE
MEANS?
 THINK ABOUT A TIME WHEN YOU WERE TEASED. DID YOU LIKE THAT? WOULD OTHERS
LIKE IT IF YOU DID THAT TO THEM?
DOES ANYONE HAVE ANY QUESTIONS ABOUT WHAT RABBIT TOLD US?
*ADDRESS QUESTIONS IF ANY
*DISMISS THE STUDENTS BACK TO THEIR DESKS BY THEIR TABLE COLOR
*HANDOUT WORKSHEET ACTIVITY
BEFORE YOU DO ANYTHING PLEASE WRITE YOUR NAME. NEXT, FOLD YOUR PAPER ON THE
DOTTED LINE SO THAT IT LOOKS LIKE THIS. NOW EVERYONE WATCH, YOU’RE GOING TO CUT THE
MIDDLE LINE IN BETWEEN THE TWO QUESTIONS SO THAT YOU HAVE FLAPS. THEN DO THE SAME
ON THE OTHER SIDE. GET OUT YOUR SCISSORS AND BEGIN CUTTING.
GET OUT YOUR PENCILS, THE FIRST FLAP ASKS US “WHAT DOES MR. RABBIT WANT THE OTTERS
TO DO?” ON THE BACK OF THE FLAP, I WANT YOU TO THINK BACK ON OUR STORY AND THINK OF
 A SPECIFIC EXAMPLE TO WRITE THERE. MAKE SURE YOU USE COMPLETE SENTENCES. YOU’RE
GOING TO DO THE SAME THING WITH THE REST OF THE QUESTIONS. MAKE SURE YOU’RE
SPECIFIC. USE A DIFFERENT EXAMPLE FOR EACH FLAP. ONCE YOU’RE DONE, RAISE YOUR HAND
AND I WILL BE AROUND TO CHECK YOUR WORK AND THEN YOU CAN START TO COLOR THE
ACTIVITY.
*ONCE EVERYONE FINISHES THEIR WRITING, EVEN IF THEY HAVEN’T FINISHED COLORING:
SEPARATE THE STUDENTS INTO PARTNERS AND GIVE THEM “CUE CARDS”. TELL THEM THEY CAN
GO ANYWHERE IN THE ROOM WITH THEIR PARTNER BUT THEY CANNOT WORK WITH ANOTHER
GROUP.
ONCE THE STUDENTS ARE SPREAD OUT:
YOU HAVE TWO CARDS AND A STRIP, ONE THAT SAYS “HOW I WANT OTHERS TO TREAT ME...”
WHICH YOU WILL ANSWER FIRST BY TELLING YOUR PARTNER, AND ANOTHER THAT SAYS “SO I
WILL…”. YOU WILL ANSWER THIS CARD BY TELLING YOUR PARTNER HOW YOU WILL TREAT
OTHERS. MAKE SURE YOU RECALL WHAT WE TALKED ABOUT IN THE BOOK AND THE ANSWERS
YOU PUT ON YOUR WORKSHEET. ONCE YOU’VE TOLD EACH OTHER YOUR ANSWERS, READ THE
ROLE PLAY STRIP THAT I GAVE YOU THAT WILL ACT OUT WITH YOUR PARTNER IN FRONT OF THE
CLASS. WE WILL SHARE THESE ONCE EVERYONE IS PREPARED. RAISE YOUR HAND IF YOU HAVE
QUESTIONS AND I WILL BE AROUND. YOU HAVE 7 MINUTES.
*IN ABOUT 6 MINUTES ASK IF EVERYONE IS COMPLETE. IF THEY AREN’T, 1 MINUTE WARNING.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
 STUDENTS WITH BEHAVIOR PROBLEMS WILL BE PAIRED WITH WELL-BEHAVED STUDENTS.
 STUDENTS WITH AUTISM WILL ORALLY TELL THEIR ANSWERS TO THE ACTIVITY TO A
PARTNER/AIDE
D. CLOSURE (SUMMARY)
*STUDENTS WILL RETURN TO THE CARPET WITH THEIR SKITS READY.
*CHOOSE A GROUP TO START, THEY WILL SHARE THEIR SKIT AND THEN ONCE DONE, CHOOSE
ANOTHER GROUP. CONTINUE UNTIL FINISHED.

VI. ASSESSMENT/EVALUATION
Worksheet: I will be going around to check the student’s responses to the questions on their flap
activity. I will be checking to see if they pulled specific examples from the book and if their answer
makes sense according to the question on the flap.
Observation: The students will be observed while they are preparing their skit and while they are
performing it as well. I will walk around and listen to the student’s personal answers to the
questions. I will also observe their skits to make sure they have an understanding of the book and
what it should look like in the classroom with their classmates.
VII. ADAPTATION FOR YOUR EL
Writing: Student will create short sentences; full sentences will not be required. A drawing is
sufficient if the student cannot get their point across with the short sentence.
Reading: The questions on the activity will be read to the student aloud.
VIII. ELS PROFICIENCY LEVEL
OVERALL: LEVEL 2
 DEVELOPING: LISTENING/SPEAKING
EMERGING: READING/WRITING

IX. JUSTIFICATION
Include a short justification for why your lesson promotes the inclusion of your EL
and how your adaptation would have benefitted the EL.
My lesson promotes the inclusion of my EL in a few ways. The first, is that the book we
are reading encourages all students to realize that they have similar needs as each
other. It encourages them to be kind and to “Do unto others as you would have others
do unto you” and to include the EL in this because his needs are just like theirs. It also
has a few parts where it shares different languages. This is very inclusive for my EL
because he can share those words in his own language and help the class say them
correctly. The EL will also get an opportunity to be paired up with a classmate where he
can share his feelings and act out a skit with them.
The adaptation will benefit my EL because he will not be sitting there, frustrated
because he does not know what to write. Drawing pictures or even a short
sentence/few words will help express his thoughts and will help him to keep up with the
class as well.