NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014

LESSON PLAN ELEMENTS FOR ELEMENTARY EDUCATION

Your Name: Alissa Adams School: Chester Miller Elementary School
Date Lesson will be Taught: 10-11-19 Host Teacher: Mrs. Lull
Time Lesson will be Taught: 10:15-11 Grade Level: Kindergarten
Select Grouping: Whole Class, Individual
Lesson Topic: Describing Important Places
Prerequisite Knowledge and Skills:
Students will know how to use positional words to help them understand where places, things, or people are located.

Lesson Objective(s):
Students will identify and describe places in the immediate environment by matching images of places to pictures of the objects that
are common to that place.
Students will identify that slides and swing sets are common objects on a playground.
Students will identify that tables and a teacher are common objects in a classroom.
Students will identify that beds and a kitchen are commonly found in a home.

National and State Standards and Expectations:

National standards
*National Council for the Social Studies (NCSS) Strands:
III People, Places, & Environments
g. Describe how people create places that reflect cultural values and ideals as they build neighborhoods, parks, and
shopping centers.
*Common Core State Standards:
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.
State Standards
*Michigan GLCEs for Social Studies:
K – G2.0.1: Identify and describes places in the immediate environment (e.g., classroom, home, playground).

Levels of Thinking, Bloom’s Taxonomy:

Understand: Students will understand that objects help to describe places.

Materials, Equipment, Technology: Chart paper for discussion, worksheet for students to draw the playground, crayons, pencils, the
book Is Anybody Up?, and the worksheet & note to take home to their parents.

Teacher Preparation: Gather all materials and make examples for the activity and the school/home connection.

Vocabulary:
Natural features – objects or items that occur naturally in nature
Human made features – objects or items that are made by people
Describe – to explain what something looks like or means
Identify – to figure out who or what something is
Home – a place where families live, eat, and play together
Playground – a place at a park or school where people play

Sources:
Clark, Jennifer. Supplemental Materials (Unit 2, Lesson 2). Teacher-made material. Michigan Citizenship Collaborative
Curriculum, 2009.

Kandoian, Ellen. Is Anybody up? Putnam, 1989.

Unit 2: Where Am I?. (n.d.). Retrieved from https://oaklandk12-public.rubiconatlas.org/Atlas/Search/View/Default?

BackLink=Atlas_Search_View_Default&SearchCurriculum=1&FilterGrades[]=2&FilterSubjects[]=39&Page=1.
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
Anticipatory Set/Launch: Talk to students about what it means to describe a place. Discuss that describing means telling about
someone or something so that a person who has never seen it before can have a picture in their head about what it looks like.

Body of the Lesson/Main Lesson Activities/Tasks/Problems:

1. All students will sit on the carpet and after posting a large piece of chart paper on the board with the question, “What is your
classroom like?” written at the top, students will help to provide answers. Students will raise their hands to help me describe
the classroom and I will record them on the chart paper. I will ask questions such as:
- What objects are located into your classroom?
- What are different areas in your room?
- How would you describe your classroom to someone who has never seen it?
2. After students are finished answering the question, we will discuss how they just helped to describe what the classroom is.
3. Now that students have described the classroom, we will then discuss what makes up their playground. I will then give
directions on how students will head back to their seats and draw their own picture of how they describe their playground.
While giving directions, I will show them an example of what I drew to describe the playground.
4. Students will then head back to their seats and get ten minutes to draw and color objects they see when they are out on the
playground.
5. Then students will join me back on the carpet and we will share some of the objects that students drew on their playground.
6. After discussing the playground, we will then transition into what objects describe a home and I will read the book, Is
Anybody Up?. While reading, we will talk about how each home in the book had kitchens that look very different, but all
have kitchens that make up their home. We will then discuss other objects that are similar to different homes. For example,
we will talk about how a bed is a common object in all homes, but not all beds look the same.
7. After we discuss what objects make up a home, students will head back to their seat to complete the assessment of
matching places to objects that help to describe it.

Filler: For the filler activity, students will be asked to draw their favorite object that is in their house (to brainstorm for the
home/school connection activity) on the back of the “What is my playground like?” sheet.

Closure/Summarize/Next Steps (e.g., looking back and looking forward): After reading the book and doing the assessment, we will
close by discussing the papers they will be taking home to their parents. I again will show them an example of my home pictures to
give them an idea of what they will be doing with their parents.

Evaluation Plan: For my assessment, students will be asked to complete a sheet that asks them to draw lines connecting their
school to an object, their home to an object, and the classroom to an object. This worksheet is worth 4 points, one point for
attempting to write their name and three points to see if they can match the objects to the correct place.

Home/School Connections: For the connection from school to home, students will take home a worksheet that asks parents to help
students answer the questions, “My home is:” “My home has:” “the best things about my home are:” by drawing pictures.

Legal/Ethical Issues: Students will discuss different types of homes in the book Is Anybody Up? and will not feel that one type of
home is better than another.

Diversity:
Situation #1:
Jimmy has a hard time staying on focus during individual work time at his seat. He
often acts out when he is working with a small group or when the class is moved to the
carpet for reading or working time. He is in the process of being tested by the special
education staff, with a possibility of receiving help for an emotional impairment.
Differentiated Instruction Details
Knowledge of Students
Differentiation based on student: X Readiness Interests Preferences:
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
Other

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

Content – Learning materials

Process – Ways of learning

Product – Ways of demonstrating learning

X Learning Environment – For Jimmy I would make sure that on the carpet he was sitting close to me so that I would be
able to help him stay on task and focused, when heading back to his seat to do his work, I would again make sure that he
was sitting near me and when walking around I would give him some extra attention to hopefully get him to stay on task. If he
could not work at his table with other students around him, I would move him to an individual table to hopefully help him stay
focused.

Situation #2:
Sarah can always be counted on to try her best. She is mildly cognitively impaired.
Differentiated Instruction Details
Knowledge of Students X
Differentiation based on student: Readiness Interests Preferences:
Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

Content – Learning materials

X Process – Ways of learning: For Sarah, I would help her brainstorm ideas for her pictures and also help her understand
how to draw lines from the images she thinks match the best on the assessment. I would also continue to encourage her to
try her best because that is important too.

Product – Ways of demonstrating learning:

Learning Environment –

Situation #3:
Francisco is a new student in your class who speaks little English. His first language is
Spanish.
Differentiated Instruction Details
Knowledge of Students
Differentiation based on student: Readiness Interests Preferences:
X
Other: Language

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

Content – Learning materials
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014

Process – Ways of learning:

Product – Ways of demonstrating learning: To help Francisco, I would make sure to demonstrate each activity students X
are supposed to do multiple times to help him to understand. He may not understand many of the words that I am saying, so
I would also come prepared with the three main words we are discussing (home, school, playground) in Spanish so that he
may understand a bit more. When walking around to help students, I would make sure to give him extra help in case he still
does not understand.

Learning Environment –

Situation #4:
Two of your students, Marcus and Fabian, have advanced skills in writing and have
reading skills 1 ½ years above grade level.

Differentiated Instruction Details

Knowledge of Students
Differentiation based on student: Readiness Interests Preferences:
X
Other: Advanced

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

X Content – Learning materials: For these students, I would ask that when they drew their pictures of the playground they
would also write a sentence that went along with each image to help their writing skills. Since the assessment would also be
easy for them, I would prepare a specific assessment for them that had them write out all the words instead of just looking at
the images and drawing a line.

Process – Ways of learning

Product – Ways of demonstrating learning

Learning Environment –