Running head: LESSON PLAN 1

Abstract

This is a lesson plan that was implemented in a first grade classroom. This lesson meets

the California State Standards in History and Social Sciences requirement in which

students must understand the symbols of the United States because it provides a sense of

community and history. This lesson implements scaffolding instruction for diverse

learners, which includes modifications and adaptation strategies. This lesson was taught

to a group of thirty first grade students in collaboration with the classroom’s teacher, Mrs.

Simpson. Students respectfully state the Pledge of Allegiance with eighty percent

accuracy in accordance with the teacher created rubric. Students understand each line of

the Pledge of Allegiance and it’s meaning for the United States of America. Students

recite the Pledge of Allegiance as a whole group to demonstrate the sense of community

and continuity it provides.

Running head: LESSON PLAN 2

________________________________________________________________________
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Lesson Plan Design

Subject: History and Social Standards

Grade: First Lesson Topic: A Child’s Place in Time and Space
Candidate’s Name: Caralyn Shoup ID #040035076
Site Supervisor: Debbie Simpson NU Supervisor: Cathy Lauer
Date: 10/17/2017
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),
rationale, create bridges from past learning, behavior expectations)

Standard: In the History-Social Science Content
Standards for California Public Schools in First
Grade.
1.3 Students know and understand the symbols,
icons, and traditions of the United States that
provide continuity and a sense of community
across time.
Students will learn the meaning of the Pledge of
Allegiance.
Purpose: Students will develop their knowledge
of American history and it’s symbols such as the
American flag and their significance to the United
States of America.
Bridges from past learning: Students have
participated in stating the Pledge of Allegiance
throughout their school experiences. Students
engage in other patriotic activities such as patriotic
songs and stories about American History.
Behavior expectations: This activity encourages
whole group discussion, think-pair-share activity
with desk partner, small collaborative grouping,
and independent work. Students are encouraged to classroom rules, which are posted
share their thoughts and ideas throughout the entire on the board in the front of the
lesson, the volume will be monitored by ensuring
Rationale:
To meet the California State
Standards in History and Social
Sciences requirement, students must
understand the symbols of the
United States because it provides a
sense of community and history.
Students must be able to identify
the significance of the American
flag and what it represents, so that
they can better understand their
country’s distinction.
Students have prior knowledge on
this lesson and are encouraged to
share their understanding, they will
then be encouraged to build on the
knowledge through higher-level
thinking and practice with the
Pledge of Allegiance and it’s
meaning.
Students are expected to raise their
hand when speaking. With Mrs.
Simpson’s large class of thirty
students the volume can get out of
control very quickly, it is important
to remind the students of the
classroom.
Running head: LESSON PLAN
that students are following the classroom rules of
raising their hands when sharing an idea and not
talking over one another.
Mrs. Simpson has predetermined the groups for
the poster project.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?
How will you measure mastery of the outcome?)
Behavioral Objective:
Student will:
1. State the Pledge of Allegiance with
accuracy.
2. Demonstrate respectful mannerisms while
stating the Pledge of Allegiance.
3. Participate in a group appropriately while
stating the Pledge of Allegiance.
Student will recite the Pledge of Allegiance with
80% accuracy to he teacher created rubric. The
rubric would be discussed ahead of time with the
class, so that they understand the expectations.
3
The predetermined groups are
planned out methodically by Mrs.
Simpson to cause less chaos in
transitioning from one activity to
the next. The groups are made up of
the tables where the students are
sitting, this helps so that the
students do not have to get up and
move around the room, which may
lead to less time on the lesson.
Rationale:
The learner outcomes meet the
California History and Social
Science Content Standard.
Students have practiced stating the
Pledge of Allegiance consistently
throughout their education and will
continue to do so in a respectful
manner.
By participating in a group setting
while stating the Pledge of
Allegiance, a sense of community is
established.
The students will need to recite the
Pledge of Allegiance with 80%
accuracy according to the teacher
created rubric, in order to meet the
California State requirement. It is
important to share with the class the
rubric because according to Eby,
Herrell, and Jordan, “To make the
whole system even more valuable,
the teacher can share the rubrics
with the students ahead of time so
that students can make much better
judgments about what to study,
what to include, or how to present
the information they have learned”
Running head: LESSON PLAN 4

(2011, p.218).

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner

outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )

What do you know about this class? Rationale:

I have previously volunteered in this class, so I The students are aware of the
was aware of the diversity in the classroom. I also classroom expectations because
reviewed the School Accountability Report Card they have been in this school year
for 2014-2015 on the school’s website to educate for a few months now and they have
myself on the students and their needs. all previously attended
kindergarten.
Considerations:
The students who receive speech
Linguistic background – and language services are supported
There are thirty students who are primarily Englishby the school resource of a Speech
speakers. Five students are identified as English Language Pathologist. The students
language learners whose first language is Spanish. are pulled out of the classroom at
One student speaks Spanish and Arabic. different times to work individually
with the Speech Language
Academic language abilities – Pathologist. The teacher works one
Four students in the class receive speech and to one with these students when
language services. Nevertheless, a majority of the necessary, to ensure they are
students communicate at an appropriate grade level meeting the requirements of the
capacity. lesson.

Content knowledge – The English language learners are

All of the students in the class attended
kindergarten therefore they have prior knowledge
and background of the standards in this lesson.
Culture and health considerations –
The class is represented by multi-cultural students
and various health considerations. The majority of
students are English speakers. There is one student
with Autism and one with impaired speech,
hearing, and vision. Due to these conditions, it is
imperative that various avenues for success are
presented for learners to reach their goals.
Interests and aspirations –
Students in this elementary school aspire to
become college and career ready. It is evident that
supported in the classroom by
sitting in closer proximity to the
teacher to be able to utilize the
resources provided to them such as
visuals, anchor charts, and audio.
For example, when reading the
story F is for Flag the students are
sitting close to the teacher to hear
what she is reading and to be able to
see the illustrations to make sense
of the book’s content.
The teacher uses scaffolding, which
is, “A term used in teaching that
involves modeling and
demonstrating a new skill” (Eby,
Running head: LESSON PLAN
learning goals are embraced by the students as they
strive to meet their goals. Students are presented
material with the learning goals in mind and
verbalize a proclamation to do their best work.
Physical, Social, and Emotional Development –
The students are active and engaged in their
learning environment. They have the appropriate
physical, social and emotional development to
complete their learning goals. With the exception
of one the student with speech, hearing, and
language impairment, the students are prepared to
learn with the physical development they possess.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-
assessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
Modifications for all ELL:
-Show book illustrations while reading aloud to the
class
-Create anchor chart with students to explain new
words and their meaning
Modifications for High Achieving Students
-Pair with low achieving students
-Call on during shared work to model
-Verbally recognize students’ efforts
Modifications for Low Achieving Students
-Pair with high achieving students
-Provide additional time and teacher and peer
support for each activity
-Provide opportunities to course correct any
mistakes in the moment through teacher
observations
Modifications for Learning Disabled Students
-Reference anchor chart for new vocabulary
learning
-Make sure that the student understands the task at
hand
-Provide an environment where students feel
5
Herrell & Jordan, 2011, p.108). The
teacher uses interactive lesson plans
to ensure all students are benefiting
from the modeling and
demonstrating used in this lesson.
For example, the students are
actively engaged while the teacher
is reading the story to them, the
teacher is reading the book and
showing the illustrations that go
along with the learning. By
modeling the book and all it has to
offer, the students can learn even if
they have trouble with English.
Rationale:
Audio and visuals are important for
ELLs to understand new vocabulary
and a new topic. By showing the
book illustrations and reading
aloud, ELL can develop a deeper
understanding of the book’s context,
“Modify assessments through added
picture support, redesign of
questions, alternate forms of
assessment, and so on, to provide
authentic ways to capture students
learning” (Haley and Austin, 2014,
p.48). The anchor chart is beneficial
for ELL students especially
throughout their independent work
because they can reference the new
vocabulary when writing in their
journal independently.
High achieving students will work
with low achieving students to
provide additional support
throughout instruction and learning
activities. This provides high
Running head: LESSON PLAN
comfortable to ask questions free of judgment
Modifications for Culture
-Provide a nurturing community in the classroom
by recognizing all diverse learners
-Demonstrate through teacher modeling all
learning activities
6
achieving students with a leadership
role throughout the lesson. High
achieving students will be called on
to model their knowledge and
findings. “Students with the highest
level of participation showed the
greatest gains in learning academic
vocabulary” (Gunning, 2013,
p.249). High achieving students will
also be given positive reinforcement
throughout the lesson to keep them
motivated and positive.
Low achieving students will be
provided with a high achieving peer
to help support them through the
learning activities. They will also be
provided with extra time if
necessary, if they fall behind they
will be able to finish their work, so
that they are still able to meet the
California state requirement. The
teacher will also observe throughout
the lesson and provide feedback, so
that the student is given the chance
to course correct any mistakes in
the moment.
Students with learning disabilities
will be encouraged to utilize the
anchor chart to help them
understand the new vocabulary in
the lesson. This chart will be posted
in the classroom for easy
referencing throughout the lesson.
The teacher will take extra time
ensuring that the students with
learning disabilities understand the
tasks, so that they have an equal
opportunity to achieve. Encourage
questions throughout the lesson, so
that students feel comfortable
asking for additional explanation
and support. Gunning writes,
“Believing that virtually every child
can learn to read and building
Running head: LESSON PLAN 7

students’ motivation and sense of

competence are important factors in
an effective literacy program, as are
setting goals, systematic and direct
instruction, managing classroom
behavior, building language
proficiency, building higher-level
literacy, and ongoing assessment”
(2013, p. 23). All students should
feel comfortable in the classroom to
share their beliefs and opinions.

Modifications for diverse cultures

are implemented such as, “Create a
positive, supportive and nurturing
classroom environment” (Smith,
Polloway, Patton & Dowdy, 2016,
p.266). All learners will be
encouraged to do their best work
during this lesson. The teacher will
also model each learning activity to
ensure that all students understand
the expectations. Eby, Herrell, and
Jordan claim, “Teacher
demonstration and modeling is an
effective instructional technique for
almost every area of curriculum”
(2011, p.143)

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)

Anticipatory Set: Rationale:

Read Aloud, Lewison, W.C., & Duke, B. (2002). F The materials used in this lesson are
is for Flag. New York: Grosset & Dunlap. provided to meet the needs of all
learners.
Explicit:
Print out of Pledge of Allegiance The book, F is for Flag, is used as
Teacher created anchor chart the anticipatory set to help students
Poster paper to draw on prior knowledge of the
Markers American Flag and the Pledge of
Students’ journals Allegiance.
Pencil
Students will be encouraged to
Running head: LESSON PLAN 8

discuss their understanding of the

book and it’s information on the
American Flag and the Pledge of
Allegiance. The teacher will create
an anchor chart at this time with the
students knowledge and
understanding after hearing this
story and partaking in a think-pair-
share activity.

Students will be provided with a

print out of the Pledge of Allegiance
to practice reading aloud and to
further deep dive into the meaning
of each line of the pledge.

Students would then be placed into

small collaborative groups where
they will create a poster on their
understanding of the Pledge of
Allegiance. They will be
encouraged to use words and
illustrations on their poster with the
markers provided.

Students will then utilize their own

journals to complete their journal
entry about their understanding and
take aways of the Pledge of
Allegiance.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate,

check for understanding)
Explain: Rationale:
The teacher will read the book; F is For Flag, by Beginning the lesson with a read
Wendy Cheyette. After this story, students will aloud is important for students to
think-pair-share about what they learned from the draw on any prior knowledge and to
story. Then, the teacher will create an anchor chart associate the familiar act of reading
and list the significant points students learned from with a new topic. “Being read to
the story. Students will then rehearse the Pledge of develops children’s vocabulary,
Allegiance line by line with the teacher. After each expands their experiential
line the teacher will ask students to think about the background, makes them aware of
meaning and share their beliefs. the language of books, introduces
them to basic concepts of print and
Model and demonstrate: how books are read, and provides
Running head: LESSON PLAN
The teacher will listen to the students’ responses
and then review each line of the Pledge of
Allegiance with an emphasis on the meaning and
its significance. The teacher will refer to
illustrations from the book F is for Flag and other
visual representations to model and demonstrate
the meaning of the Pledge of Allegiance.
Check for understanding:
Students will be observed as they recite the Pledge
of Allegiance in a group with attention given to
accuracy and appropriate mannerisms. Students
will participate in think-pair-share with a partner to
express what they learned about the meaning of the
Pledge of Allegiance. Students will share with the
group some of the points they made in their partner
activity.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for
understanding and provide feedback and re-teaching)
9
them with many pleasant
associations with books” (Gunning,
2013, p.119).
Students will participate in a think-
pair-share activity where they will
work with their desk partner to
discuss what they have learned from
the book. This is beneficial because
students can work together and
learn from one another during this
learning activity.
The teacher will model an anchor
chart with the students, the students
will help the teacher to create this
and then the students will be able t
refer to this throughout the
remainder of the lesson. “A much
more powerful method of
instruction is to model or
demonstrate it first and then give
students an opportunity to practice
the new learning themselves” (Eby,
Herrell & Jordan, 2011, p.143). The
teacher will model the Pledge of
Allegiance in an appropriate
manner and then the students will
rehearse it along with the teacher.
The teacher will observe that all
students are correctly reciting the
Pledge of Allegiance. “Teachers
who observe their students while
teaching a lesson are able to
evaluate their understanding” (Eby,
Herrell & Jordan, 2011, p.210). The
teacher will course correct any
issues in the moment to ensure the
students are meeting the learning
outcomes.
Running head: LESSON PLAN
Guided practice:
Students will engage in reciting the Pledge of
Allegiance with the teacher and their classmates.
The teacher will monitor students as they engage
in small cooperative groups to create a poster that
defines their understanding of the words in the
Pledge of Allegiance.
Check for Understanding:
Students will present their posters to their
classmates and discuss their understanding of the
Pledge of Allegiance with the information they
created on their poster.
8. Independent Practice: (Provide practice that supports the learning outcome.
Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)
Independent Practice:
They will submit a journal entry that expresses
their understanding of the pledge of allegiance
based on the book the teacher read and what they
learned by working in their cooperative groups.
Check for Understanding:
The teacher will allow time for students to share
their journals with their classmates. The teacher
will monitor students as they share their journal
entries and ask volunteers to share their journals
with the class, the teacher, or administrators.
10
Rationale:
Students will work together in small
collaborative groups, where they are
encouraged to create a poster
together of their understanding of
the Pledge of Allegiance. “These
learning teams are designed to
provide a way to encourage both
individual accountability and group
efforts at the same time” (Eby,
Herrell & Jordan 2011, p.163).
Students will present their posters
and utilize their social skills and
knowledge of the Pledge of
Allegiance to demonstrate that they
have met the learning goal. Eby,
Herrell, and Jordan claim,
“Unrestricted oral reports allow
students more opportunities to
speak about matters of great interest
or importance to them” (2011,
p.216). Students use their creativity
to design a poster with a learning of
their choice and will then share that
with the class.
Rationale:
Students will work independently
while writing in their journal about
their understanding of the Pledge of
Allegiance. It is beneficial for the
students to work on this
independently, so that the teacher
can assess the students’ learning
progress.
The teacher will evaluate the
students’ journals to determine the
students’ learning outcome.
“Teachers may find that
Running head: LESSON PLAN 11

achievement tests and other

assessment procedures can provide
them with valuable data about their
students” (2011, p.118). Students
will also share their journal entries
and are provided with multiple
ways to share their learning.
Students can share with the class as
a whole or simply to one partner or
to the teacher directly. Students will
be able to practice their knowledge
of the topic through this
independent practice.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students’ learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)

Whole class assessment: Rationale:

Students will engage in reciting the Pledge of To meet the California State
Allegiance with accuracy and demonstrate proper Standards in History and Social
behaviors associated with the Pledge. Sciences requirement, students will
demonstrate their understanding of
Modifications for: the traditions of the United States
ELL – including the Pledge of Allegiance.
An anchor chart will be displayed at the front of Students will orally state the Pledge
the room under the flag with the words and of Allegiance to meet this state
pictures that help develop the concepts and requirement. Eby, Herrell, and
meaning of each line of the Pledge of Allegiance. Jordan write, “To increase
The teacher will engage in the Pledge with the objectivity and communicate
class and model the proper mannerisms associated expectations to students, teachers
with it. Since the whole group will be engaging in can create rubric systems describing
the activity, this is also a support for ELLs. the length and format of the oral
report as well as what must be
Special needs – included” (2011, p.216). The
English Learners will be partnered with their teacher will provide rules and
English-speaking peers for support. The student guidelines of how the Pledge of
with speech, hearing, and vision impairment will Allegiance should be recited and
be partnered with the teacher and a peer-partner for students will follow these
support. guidelines.

High achieving students - Charts are provided for all students

High achieving students will be partnered with and are especially beneficial for
students who are struggling to reach the ELL students to reference
expectation and practice for short periods of time throughout the lesson. The anchor
Running head: LESSON PLAN
each day until all students have reached the goal.
Low achieving students -
Low achieving students will continue to practice
with their higher achieving peers until they have
met their learning goal.
10. Closure: (Describe how students will reflect on what they have learned.)
Students will come back together as a whole group
to discuss their new knowledge of the Pledge of
Allegiance and it’s meaning.
Students will end this lesson by singing a familiar
song; You’re a Grand Old Flag.
12
chart includes new language for the
lesson that ELL students may not be
familiar with. “Charts serve as
highly effective reminders to carry
out major steps of a process. Insofar
as possible, involve students in
creating the charts” (Gunning,
2013, p.298).
Students with special needs will be
partnered with the teacher to ensure
that they are getting the support
they need.
By placing high achieving students
and low achieving students together
to work on activities, it provides a
sense of community in the
classroom, which is also a learning
goal for this lesson. “Communities
recognize that diversity among its
members is a positive factor” (Eby,
Herrell & Jordan, 2011, p.117).
Students will be encouraged to
work together to help and learn
from one another. This will provide
a leadership role for the higher
achieving students and a good
example for the lower achieving
students.
Rationale:
Students will reflect on what they
have learned throughout the lesson
and will share their knowledge with
the class. This will benefit students
to state some of their learnings and
students will learn from one another
during this time of sharing.
Students in this class are social and
enjoy singing; therefore ending the
lesson with a song is exciting for
the students. By singing this song
Running head: LESSON PLAN 13

together as a whole class, it also

redefines the learning goal of
learning the traditions of the United
states that provide a sense of
community.

11. Lesson Reflection/Assessment: (Collect student learning data to determine:

What went well? What needs to be changed? Were learning outcomes met? What
activities will you add, change, modify in the future? What can be done to follow up
on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)

You will complete this in week four. You do not need to include it in your lesson plan.

Revised: 5/17
Running head: LESSON PLAN 14

Rubric

Scale 3 2 1
Accuracy of Student can Student can Student cannot
recitation accurately recite the accurately recite recite any part of the
Pledge of parts of the Pledge Pledge of
Allegiance of Allegiance. Allegiance.
Follows Directions Student is very Student sometimes Student does not
attentive and always follows directions. follow directions.
follows directions.
Volume The student can be The student could The student could
heard loud and somewhat be heard. not be heard.
clear.
Lines Memorized 8 lines or more are 6 lines or more Less than 6 lines
memorized memorized memorized.
completely. (80%+ completely.
accuracy)
Posture and Eye Stands up straight, Sometimes stands Slouches and/or
Contact looks relaxed and up straight and does not look at
confident. establishes eye people during the
Establishes eye contact. presentation.
contact with
everyone in the
room during the
presentation.

Content Demonstrates a full Demonstrates a Does not seem to

understanding of the good understanding understand the topic
topic. of parts of the topic. very well.

Line 1: I pledge allegiance,

Line 2: To the flag,
Line 3: Of the United States of America.
Line 4: And to the republic,
Line 5: For which it stands,
Line 6: One nation
Line 7: Under God.
Line 8: Indivisible,
Line 9: With liberty
Line 10: And justice for all.
Running head: LESSON PLAN 15

References

California State Board of Education. (2009). History-social science framework for

California Public schools. California Department of Education

Eby J., Herrell A. & Jordan M. (2011). Teaching in K-12 schools: A Reflective Action

Approach. (5th ed.) Upper Saddle River, New Jersey: Pearson Education.

Gunning, T. G. (2013). Creating Literacy Instruction For All Students. S.1.: Pearson

Education Limited.

Haley, M. H., & Austin, T. Y. (2014). Content-based Second Language Teaching and

Learning: an Interactive Approach. Boston: Pearson.

Hemet Unified School District. (n.d.). Retrieved October 16 2017, from

http://www.hemetusd.org/

Smith,T.; Polloway, E.; Patton, J.; and Dowdy, C. (2016). Teaching Students with Special

Needs in Inclusive Setting (7th ed.). Pearson Education, Inc.