Columbus Lesson2

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION
ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Alison Farnsworth_ Grade Level _K_ Title _Christopher Columbus: Ferdinand and Isabella.
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
14 Students
7 Boys and 7 Girls
O ELL
O IEP
Natasha has a hard time focusing (usually has a student aid)
Classroom environment: The classroom is divided into three centers; computers, and two teacher stations.
Each teacher station is 10 minutes and the computer station is 20 minutes. Students are divided into
groups based on level and row color
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Students will learn why and where early explorers traveled.

Content Walk-Away: I will identify and say what direction Columbus wanted to travel, and who supplied him with the
money
Language Walk-Away: I will identify and say what direction Columbus wanted to travel, and who supplied him with the
money
Vocabulary: Victorious and admiral
SIOP # 1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observing and listening to students participating
Content Walk-Away Evidence (Summative): Students will answer questions and

complete the map during centers.
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Based on my contextual
factors I will teach this
lesson according to the core
knowledge
Language Walk-Away Evidence (Summative): Students will talk about Columbus.

Formative Evidence (checking for understanding throughout the lesson):
Approx.
Time
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Remember the story about Giovanni and Sophia? Yesterday we learned that people traveled to the Indies to
gather spices, and cloth. If you remember Giovanni was sad at the end of the story because he couldnt travel
to the indies since the route was closed.
SIOP # 7, and 8
Formative assessment:
Learning Goal
Recalling information from
yesterdays read-aloud
Success Criteria
Sitting quietly in their spots.
Assessment Strategy
-observe students
Modification/accommodations: (ELL, IEP, GATE, etc.)

If Natasha is having problems, have somebody sit by her or move her over by Mrs. Engle
Focus Lesson (I do it)

In todays read-aloud we are going to learn about a man named Christopher Columbus. Boys and girls can you
say Christopher Columbus?
Christopher Columbus was trying to get money from the King and Queens of Europe to sail a ship to the
Indies
-Begin read-aloud story Ferdinand and Isabella
SIOP #4, 10
Formative Assessment:
Learning Goal
-Saying Christopher Columbus
-listening to read-aloud
Modification/accommodations:
Success Criteria
-as a class saying Christopher
Columbus
-sitting quietly in their spots
N/A
Assessment Strategy
-listening and observe
-observing students listening
Guided Instruction (We do it)

Comprehension questions from read aloud
What did Columbus think would be the best route for traveling to the indies?
Do you think that was a good idea?
Who are Ferdinand and Isabella?
Why did Columbus go to visit them?
How do you think Columbus felt when he was called Admiral?
Who finally agreed to give Columbus the money for his adventure?
SIOP #6, 21, 22
Learning Goal
Answering comprehension
questions
Success Criteria
Raising hand, and waiting to be
called on
Assessment Strategy
-listen to students answer
questions
Modification/accommodations: N/A
Collaborative/Cooperative (You do it together)
Im going to ask you a question and I want you to turn to the person sitting next to you and talk about the
question, than we will talk about the question as a group
Think-Pair-Share: what do you think will happen when Columbus tries to sail West to the indies?
SIOP # 13, 16,18
Learning Goal
Think-pair-share
Success Criteria
-working with partner to answer
question
Assessment Strategy
-Observe
-listen to students working
together
Modification/accommodations: N/A
Focus Lesson (I do it)
In the read-aloud today, you heard that after winning the war King Ferdinand and Queen Isabella were a
victorious royal couple
Say the word victorious with me
Lets clap the word victorious
Victorious: if you are victorious, you have won or succeeded at something
Lets students tell about a time they were victorious
SIOP #9,10,12
Learning Goal
Success Criteria
-Listen, say, and clap the word
-say victorious
victorious
-tell when they were victorious
-tell about a time they were
victorious
Modification/accommodations:N/A
Assessment Strategy
Listen and observe
Independent (You do it alone)

Victorious or defeated game- stand up if you think it is victorious, and sit down if you think its defeated
1.
2.
3.
4.
5.
You were playing a game with your dad and you just beat him.
You were playing a game with your older brother and he beat you
You were able to read a book all by yourself
You team lost the soccer game
You just got an answer right.
students will also be completing a map during centers time after recess
SIOP#6, 12, 21
Summative Assessment: students will answer question, and turn in their map at the end of the school day.
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What word have we been talking about?
Lets say and clap the word victorious.
If you are victorious then you won or succeeded at something
Was Columbus victorious?
SIOP # 27, 28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
No Modification or accommodations are needed based on my contextual factors of the class.
SIOP # 19 not needed due to my contextual factors

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Overall I felt like this lesson went really well for my first time reading the Core Knowledge to the students. I
followed the advice of my mentor teacher by summarizing parts of the read-aloud since a lot of the concept goes over the
students head, but I made sure I addressed and read all the important parts that students needed to know.
After the read-aloud we broke for centers and I had students finish coloring their maps and add Columbus route on
the map. Also at that center we reviewed yesterdays story by using the vocabulary words, and also singing the
continent song they learned also.
Also students had a model to look at I was asking students questions such as where did he start his journey? What
direction was he headed?

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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE

Students will learn why and where early explorers traveled.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Content Walk-Away Evidence (Summative): Students will answer questions and

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Language Walk-Away Evidence (Summative): Students will talk about Columbus.

ACTIVE LEARNING PLAN

Modification/accommodations: (ELL, IEP, GATE, etc.)

Focus Lesson (I do it)

Guided Instruction (We do it)

Independent (You do it alone)

SIOP # 19 not needed due to my contextual factors

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