DANIELSON MODEL LESSON TEMPLATE

Class: Hospitality and Tourism, 8th graders, 60 Date: March 15, 2023
min class, 20 students, 1:50-2:50pm

Unit: Cleanliness and Sanitation Lesson Title: Stain Testing

Content Standard Alignment:

3.4.2 Differentiate clean and sanitary definitions

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader.

Students will know…

And be able to explain a strong definition of what “clean and sanitary” from a business standpoint means for guests
and workers in the hotel and lodging business.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional
sequence? How does this lesson support the next lesson in this instructional sequence?

In order to be able to differentiate between what is clean and sanitary, students first need to know a definition of
clean and sanitary and what levels are acceptable in a business.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.

Learning Objectives/Essential Question Slides

Student Accounts to InsertLearning

InsertLearning Article and Class Code: 5d5nro

(Teacher viewable link)

3 types of sanitizers/cleaners/disinfectants (rubbing alcohol, germ-x or purel, and a spray such as Lysol or
Microban, or a cheap floor cleaner) enough for each group to use 1 Tbsp of each

4 Tbsp of flour per group

4 paper plates per group

Lab Sheet (printed 1 per group)

Plickers poll (teacher needs to be signed in on their phone app) and matching cards.

CDC Articles on Cleanliness Standards: 1 and 2

CDC Worksheet

Computers

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Cleaning, Sanitizing, and Disinfecting all mean the same thing

You can use most products on most surfaces and it will do the job fine

Concept Prerequisites:

List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.

Cleaning

Disinfecting
Sanitizing

Procedures

The CDC

Hard vs Soft surfaces

High-touch or High-contact areas

Introduction- As students are coming into class, teacher will have the bellringer from the slideshow
projected onto the board. Teacher will instruct/remind students as they come in to
Anticipatory Set: take out their notebooks to answer the bellringer prompts. (3 min before bell rings
to start class)

The first minute of class, teacher will have students turn to their desk neighbor to
share the answers they wrote. The teacher will pick and call on two or three students
to share their answers with the class (3 min)

Teacher will then introduce the lesson of the day alongside the learning objectives:

Students will know…

And be able to explain a strong definition of what “clean and sanitary” from a
business standpoint means for guests and workers in the hotel and lodging business.

Teacher will instruct students to read the objectives out loud together as a class and
introduce the essential questions (2 min).

Instructional Activities:

Includes questioning techniques,
grouping strategies, pedagogical
approaches.
Teacher will demonstrate how to download the InsertLearning extention onto their
Chrome Browsers: “You have ten seconds to take out your chromebooks and log into
your account. 10…9…8…… In your search bar, type in Insert Learning” *Teacher will
write the name on the board* “It should be the first link that pops up. Create an
account by signing up with your google account. I’ll give you a minute to get to this
point, please look up at me in the front when you have your account created. Raise
your hand if you need any help” *Teacher will wait for everyone to get their account
set up, will project teacher’s Insert Learning screen onto front screen to help walk
them through the next step* “Great, now on your dashboard you will see tabs at the
top, click the “classes” tab. Next, click this purple “New Class” button and enter in
this code” *teacher will type in the class code on the board - 5d5nro* “Is everyone in?
Amazing, on your class page click the text that says “2 lessons” and you will find an
article about The 3 Types of Clean, click this link and it will take you to an article that
has some questions embedded throughout for you to answer. I will give you 10
minutes to work on this. This is independent work, you do not need to discuss this
 with your neighbor.” *Teacher starts 10 minute timer on screen* (12 min)

“Okay, our timer went off, is there anyone who hasn’t finished?” *Allow a few extra
minutes if needed, invite those who are done to share with their desk neighbor at
this point what they learned until everyone is caught up*

“We are going to take a quick poll over what you have learned. These are called
plicker cards, depending on which side is facing upwards is the option you chose for
you answer” *demonstrate how holding it with the letter B at the base shows you
are answering with choice B* “I will scan the answers with the app on my phone and
we will get immediate results. I have posted the link to the poll on our shared class
folder *students will access the link and begin the poll, teacher will clarify things if
needed* (5 min)

Introduce the lab “Alright, we are now going to do a lab test. We will be testing
different types of cleaners, sanitizers, and disinfectants using, believe it or not, flour.
Please do not spray your classmates or other materials in the room with the
solutions. I will have no choice but to remove you from the lab if this happens
because of the safety violation. Remember that our contract safety contract you all
signed stated any violation of safety would result in a failed lab, please don’t make
me fail you, this is such an easy lab to pass. Your instructions are on your lab sheet.
Each group will get 1 sheet to fill out together. Make sure all your names are put on
it and hand it into your 6th hour box. Leave all your things at the table while you
move to the kitchens except for a pencil. Group 1 will go to kitchen 1, 2 to 2, etc.
Your table neighbors are your groups of 4. So, this table, where are you going? Good.
This table? Good. You have 15 seconds to move, and go!” *Students will move and
begin the lab* (20 min)

Wrap Up- “Once your group finished the lab, come back to your seats and begin the Cleaning
Procedures Assignment linked in our class folder. This assignment is independent
Synthesis/Closure: work, you will have until 2:35pm to work.” *Teacher will walk around to aid students
as needed and ask prompting questions such as “What sorts of messes end up on a
______?” “How often do you think people touch ______?” “What things do you
consistently clean in your own home that should apply for a hotel room?” (15 min)

“Alright it is 2:35pm. I want us to review our essential questions for the day”
*teacher reopens essential questions* “I want you to reflect on what we learned
today, can I have a volunteer share an answer for question 1? *Teacher waits 7-10
seconds for a volunteer, will call on someone if necessary. Repeat for question 2* (3
min)

*If time still remains at the end of the class, allow students to finish working on finish
 their lab sheets or CDC sheet, otherwise invite them to share what they learned or
thought was interesting during their lab*

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)

Address diverse student needs including students with an IEP or 504, cultural linguistic needs.

ELL: I have a student who happens to speak both English and Spanish and one who is an ELL, they sit at the same
table and she has agreed to help me translate for him. They will be working in the same lab group. I also have a
reliable website that I can use to translate the articles into spanish as well.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.

Formative: Plickers poll

Summative: Lab sheet and CDC worksheet

How your Plan Affects Teaching

RUBRICS for the FRAMEWORK for TEACHING

Below are 35 instances where the word “Plan” is listed in the Danielson Framework. Keep these areas in
mind when developing your own lesson plans for students.

Component 1a: Knowledge of Content Pedagogy

Level 4
Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts
and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s
plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline,
anticipating student misconceptions.
Level 3
Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and
concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.
Level 2
Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such
knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of
pedagogical approaches to the discipline or to the students.
CRITICAL ATTRIBUTES
● Lesson and unit plans use limited instructional strategies, and some may not be suitable to the
content.
Level 1
 In planning and practice, teacher makes content errors or does not correct errors made by students.
Teacher’s plans and practice display little understanding of prerequisite relationships important to students'
learning of the content. Teacher does not consider prerequisite relationships when planning.
● Teacher’s plans use inappropriate strategies for the discipline.

Component 1b: Demonstrating Knowledge of Students

Level 4
CRITICAL ATTRIBUTES
In addition to the characteristics of a level of performance 3:
● The teacher maintains a system of updated student records and incorporates medical and/or
learning needs into lesson plans.
Level 3
CRITICAL ATTRIBUTES
● The teacher is well informed about students’ cultural heritage and incorporates this knowledge in
lesson planning.
Level 2
CRITICAL ATTRIBUTES
● Teacher cites developmental theory but does not seek to integrate it into lesson planning.

Component 1c: Setting Instructional Outcomes

Level 4
CRITICAL ATTRIBUTES
● Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing.
 Component 1e: Designing Coherent Instruction
Level 4
Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs,
and available resources (including technology), resulting in a series of learning activities designed to engage
students in high-level cognitive activity.

CRITICAL ATTRIBUTES
● Lesson plans differentiate for individual student needs.
Level 3
CRITICAL ATTRIBUTES
● The plan for the lesson or unit is well structured, with reasonable time allocations.
Level 1
CRITICAL ATTRIBUTES
● Lesson plans are not structured or sequenced and are unrealistic in their expectations.

Component 1f: Designing Student Assessments

Level 4
Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria
and standards that show evidence of student contribution to their development. Teacher intends to use
assessment results to plan future instruction for individual students.
Level 3
Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies
may have been adapted for groups of students. Teacher intends to use assessment results to plan for future
instruction for groups of students.

CRITICAL ATTRIBUTES
● Plans indicate modified assessments for some students as needed.
● Plans include formative assessments to use during instruction.
● Lesson plans indicate possible adjustments based on formative assessment data.
Level 2
Teacher intends to use assessment results to plan for future instruction for the class as a whole.

CRITICAL ATTRIBUTES
● Only some of the instructional outcomes are addressed in the planned assessments.
● Plans refer to the use of formative assessments, but they are not fully developed.
● Assessment results are used to design lesson plans for the whole class, not individual students.
Level 1
Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use
assessment results in designing future instruction.

CRITICAL ATTRIBUTES
● Assessment results do not affect future plans.