Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Emma White

Grade Level: 4th grade
Subject:
Date: 3/2/21
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

CSS.ELA-Literacy.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.

4.RI.3
Explain events, steps in procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text

List the Rationale (cite theories or theorists):

Vygotsky’s scaffolding theory identifies that student learn better when a teacher outlines what is required
and then allows students to learn on their own with minimal help. This sets the students up for a greater
chance of success outside of the classroom, as in the classroom they’ve been practicing learning
independently. Allowing students to read the information, create a short presentation and share that
information with their peers will have a greater impact then just telling them the information and moving on,
according to Vygotsky’s theory that is.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to grab key details from an informational text, curate a short presentation, and
communicate the information they’ve gathered with their classmates.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The Common Core standards listed above outline that the students should be able to report in a topic or text,
use appropriate facts, speak at an understandable pace, explain events in steps based in the information in
the text. This lesson allows students the opportunity to practice and apply all those skills.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
19 students
9 females
9 males
2 EL
5 speech IEP
1 specific learning IEP

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Students like to engage in discussion and share their knowledge. They get exited being able to share new
information with the class as well as their individual thoughts and ideas. Students enjoy working with their
peers and appear to remain in topic consistently while in those groups. Students respond well to more
unconventional learning strategies, meaning traditional lecture would lose their interest.

List the materials/resources you will need to teach the lesson.

4 pieces of printer paper with the specific information required for each group
Smart board to display the rubric
4 large papers for students to write the information on
Students will need pencils and markers

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Smart board, to display the rubric

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
An informational text translated into Spanish.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Ask the students to raise their hands and share if they know any African American inventors and/or
inventions created by African Americans.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

The pre assessment will allow me to identify how many students have prior knowledge to African American
inventors. The lesson will remain the same.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

In order to ensure that the students remain on task during group work time I will make sure that I have good
proximity as well as check in with every group at least once. If students were to get off task, I will quietly
remind them what task it is that they should be currently working on. I will announce to the classroom when
they have 5 minutes left and when they have 1 minute left to allow the students time to transition.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
1. (I do) to begin class I will ask student to raise their hands and to share any information they know
about African American inventors and inventions with the class.
2. (you do) Students will share their previous knowledge with the class.
3. (I do) if students have no previous knowledge, I will communicate that that is okay and I will begin
introducing what we are going to be doing.
4. (I do) “Today we are going to be talking about inventions and African American inventors. In a short
while I will be putting you into assigned groups and give each group a paper with the name of an
invention and who invented it. Then as a group you will create a short presentation to share with
your peers including all the information, I have in the rubric displayed in the smart board. For your
presentation you will write the required information somewhere on a poster paper, get creative with
your paper, while it needs to haver the information on it, that doesn’t mean it has to be boring at
some drawings of your invention add color, whatever you want to spice it up.”
5. (I do) “any questions?”
6. (we do) allow students time to ask questions as a class and remind them that if they have any
questions in their group to raise their hands and I will help them.
7. (I do) then I will place students into their assigned groups and pass out the materials needed for each
group
8. (you do) Students will then have 20 minutes to prepare their short presentation.
9. (we do) after the 20 minutes I will have us come back together as a class and ask for volunteers on
which group would like to go first.
10. (we do) groups present information to the class
11. (I do) I will communicate to the students that they did a great job
12. ( I do) I will then ask the class to raise their hands and share any information they learned that they
thought was interesting or to simply share their thoughts.
13. (we do) as a class we will discuss what they learned as the post assessment.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
(see above)

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
(see above)

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

(see above)

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

The post assessment will be a group discussion (see above)

 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

The post assessment did not go who I planned it to. The students took longer than I thought was necessary to
prepare their presentation and we ran out of time for the post assessment before recess. If I were teaching
this in my own classroom, I would have continued the post assessment after recess. This was a learning
experience as far as time management as a teacher goes and I should have given myself more time.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

I taught multiple lessons throughout my field experience, but I would say from this lesson specifically I would need
to allow more time incase things take longer than expected. I need more confidence in my counting down in order to
fully gain the classes attention.