Lesson Plan Task Force

R Jan. 31, 2016

University of Nebraska Kearney Teacher Education
Lesson Plan #1 Template -FALL 2018
Deadlines: (1) REQUEST FEEDBACK on Google Doc by midnight on Friday, 10/26
(2) Peer feedback provided in class on Monday, 10/29-Make revisions as needed

***PLEASE Do NOT publish anything until the end of the semester

Name: Elizabeth Revelo

Dates/Times:
● 10/31 & 11/1
Subject: Social Studies
Unit: 4th Native American Tribe Research Project
Lesson #1:
Researching and Learning to Note Take about the Iroquois

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learning Goals A (1f-2) SS 4.3.6.b Identify questions that help explain the interrelationships of human or physical geographic
NE Standards or Developmental characteristics of places (e.g., A community is located on a river floodplain with fertile soil and water for
Indicators for Early Childhood transportation, irrigation, and human consumption).

SS 4.4.5.b Identify, obtain, and cite appropriate sources for research about Nebraska, incorporating
primary and secondary sources (e.g., Cite sources using a prescribed format).

Learning Goals B 1. Students will use maps to identify the regions of their assigned Native American tribes.
2. Students will understand how their tribes adapted to their physical environment (i.e., heating sources
in cold weather, food sources, materials for building shelter, use of environmental elements to build or
use transportation sources).
3. Students will identify, obtain, and cite appropriate sources for research about Nebraska, incorporating
primary and secondary sources (i.e., cite sources using a prescribed format).

Learning Objectives: Content (1c-2) 1. Students will conduct research on an assigned Native American tribe using various sources (visual,
What do you want your students to print, on line, etc.) provided by their teacher.
know and do in content areas? 2. Students will identify aspects of their tribes’ lives (i.e., their history, regions, housing, food sources,
 (Remember, these must be
observable and measureable and
contain the conditions, behavior,
and criteria required for success) -
ABCD format
How does the learning objective
connect to previous and future learning paragraphs about what they learn. It connects to their future learning experiences because they need to
experiences? (1c-1)
Essential Question (1a-1)
Question for students to answer or
demonstrate by end of lesson.
What vocabulary do the students
need to learn in order to meet the
learning objective?
Learner Characteristics (1b-1) (1b-4)
Describe the relevant student
characteristics (e.g., races, ethnicities,
nationalities, languages, gender
identities/expressions, religions,
political affiliations, socio-economic
backgrounds, and disclosed sexual
orientations) and any other relevant
arts, crafts, clothing, etc.) that they want research.
3. Students will be taught how take, classify and organize notes from the research sources they are
provided.
4. Students will be able to identify their needs for additional sources based on the information they want
to report in their final research presentations.
5. Students will be provided additional research sources to review and learn to become proficient at
taking notes from them in order to prepare for creating their final research presentations.
6. Students will learn to organize data found on their research topics in preparation for creating their
final research presentations.
It connects to previous learning experiences because students have been continuously writing
learn how to write shorthand notes in faster-paced lectures and classes in middle, high school, etc.
What do the Iroquois do successfully to make themselves such a strong tribe?
 Iroquois: The name the French called the Haudenosaunee.
 Haudenosaunee: What the tribe called themselves, call themselves “people of the longhouse.”
 Community: A group of individuals living and working together.
 Longhouse: The large wood built home that the Iroquois built that held up to 20 families.
 Confederacy: A larger recognized group made up of smaller groups of people.
Part 1: General Characteristics
● Friendships become more complex and more important at this age.
● Kids this age begin to understand how things are connected – to see the bigger picture.
Physical Characteristics
● Boys and girls have an increased appetite and need more sleep.
● They develop hand-eye coordination quickly.
Social Characteristics
● Kids may face strong peer pressure and find it hard to resist if they struggle with self-esteem.
 information regarding the students you
will be teaching.
Additional tips based on my experiences:
5th graders look up to you and want to
impress you and for you to like them.
Therefore, they sometimes don't want
you to know when they don't understand
because they don't want to look "dumb."
As a result, they sometimes avoid taking
risks for fear of failure or letting you
down.
● Be cautious of putting them on
the spot in front of their peers.
Allow them to maintain their
dignity. Discuss matters privately.
● Maintain high expectations. Allow
for productive struggle. We get a
greater sense of accomplishment
when we've had to work hard for
something. It's okay to push them
out of their comfort zone,
because they have teacher
support with this experience.
Describe any students’ special learning
and/or medical needs (e.g., IEP/IFSP,
504) (1b-5) (1c-4).
● Kids form stronger and more complex friendships.
Emotional Characteristics
● Kids have a deeper understanding of how relationships with others can include more than just
common interests.
● Kids have a first crush or pretend to have crushes to fit in with peers.
Mental Characteristics
● Kids realize that thoughts are private and that people see others differently than they see
themselves.
● Kids develop a better sense of responsibility; look out for younger siblings and help out around
the house.
PART 2: 3-5 Personal Attributes/Characteristics/Interests/Hobbies for each of my students
(Include yours and delete examples)
 Noah:
o Noah likes to play basketball.
o Noah has a guinea pig.
o Noah’s mom wants to go back to school and wants to move away from Kearney.
o Noah likes math more than other subjects.
 Marco:
o Marco has a family dog.
o Marco likes science more than other subjects.
o Marco has three other siblings, two older, one younger.
o Marco likes soccer.
N/A
Students’ Prior Knowledge (1a-2)
How will you know what prior
knowledge your students have in
relation to these learning objectives
(e.g., data from previous lessons or
conducting pre-assessment as part of
current lesson)?
Include only information related to
the grade level of your students
On-going (formative) Assessment (1f-3)
What will you do during the lesson
to monitor student
understanding?
Post Assessment (1f-1)
How is the assessment congruent
to the learning objective(s)?
How will you know that your
students have achieved the
learning objective(s)?
Materials (1e-2)
List materials (including technology)
and attach any activity and assessment
sheet(s) used in the lesson. Also include
a reference for where you found the
idea.
*Right click on the table and add rows if
needed.
I will ask questions about what they know about Native Americans in the United States. I will conduct a
pre-assessment as part of the current lesson to assess if their background knowledge is mainly in the
Midwest or extended to the rest of the United States.
 I will ask for them to explain vocabulary or understanding while providing clarification and
questions.
 I will continue to use questioning to make sure they understand certain concepts.
Learning Objective:
● Students will identify information to research, consult various written research sources, take
notes on the information they have identified to learn, and organize their nations in preparation
for creating a Google Slide presentation on the Iroquois.
●
Students will have achieved their learning objectives when they have successfully created their own
unique Mind Map over the Iroquois tribe including of at least 4 – 5 different topics.
Materials (attach or include links for any handouts, etc... Source (where you found the idea)
Chromebook Central
Paper, pencils, glue Central
Resources: Newsela https://newsela.com/read/elem-hist-
native-american-iroquois/id/29017/
Resources: Iroquois for Kids https://www.ducksters.com/history/nat
 ive_american_iroquois.php

Resources: Books Kearney Public Library

Justify the use of the materials and/or
instructional strategies used to engage
P-12 students in meaningful learning.
Materials & Instructional Strategies (1e-2)
● Using hands-on materials benefits many students. It helps them develop a concrete and in-depth
understanding of the topic.
● Talking things through helps many students process and organize their thoughts before they start
writing.
● Interactive sticky notes or tactile pieces help students organize and process the steps and
procedures before writing. This eliminates frustration if they need to revise. They can easily move
or add to the steps without having to erase or start over.

Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the
lesson in its entirety and/or another teacher could step in and use the plan with minimal assistance.
Lesson Differentiation (1e-1)
Components 1. Within Core Instruction
(minimum), list
Time
instructional tools,
methods, and/or
strategies to meet
differing student
needs/interests.
2. Explain your rationale.
Introduction (1e- Share learning targets/objectives w/students. (5 Having an agenda and a
1-3 min. 4) checklist of things to look out
Include students for and learn will give Noah
 Agenda
in knowing what some clarification on what he
Student Engagement
1. Within in the Lesson
Sequence and Delivery
label examples for
fostering Student
Engagement (SCOR) with S
for Success, C for Curiosity,
O for Originality, and R for
Relationships.
2. Explain your rationale in
the boxes below.
S for Success: Students will be
set up for success by having a
checklist of things they are to
accomplish and know where
 they will be o “We are going to create a Google Slide needs to accomplish. Also, they are in their project and
doing and why it presentation and at the end of this unit the checklist will be a good learning.
is important with our tribe we will present in front guideline for Marco to follow
(e.g. of the class.” along and come back to.
statements/que o Talk about research sources that are
stions/other to available.
present student- o Create a web map of aspects of the
friendly tribe’s life.
objective) o Learn how to take notes.
o Help Marco & Noah review sources to
find information they want in their
presentation. Find a focus.
 Checklist
o Talk about research sources.
o Create a mind map of information.
o Review sources with students and
information gathered.
Develop “We will be learning about the Iroquois tribe in the As a challenge, I will ask Noah R for Relationships: By making
background, Northeast region of the United States.” about the similarities connections between different
foster I will open up a map of the United States with various between tribes instead of the tribes from across the US, they
connections, tribes that I found in one of the books. I will start with differences. To support will learn that Native American
facilitate the Midwest such as some of the tribes they have Marco, I will just ask for tribes and their lifestyle can be
motivation for learned about. Then I will move to different regions of differences between the similar to one another.
learning the United States and say they were not only in the tribes besides their region
activity. Midwest but also all over the country. They will talk and location.
about, ask questions, and discuss what the Iroquois
may have in common with other tribes.
Modeled Core Instruction Modeled Teacher Input (15-25 minutes): Extension: Because of Noah’s O for Originality: Students will
Practice (1e-4) high functioning intelligence, be able to research together
I will make my own Mind Map to show my own
15-25 Include Noah can use his and on their own. By creating
thought process. I will start with a sticky note Mind
min. appropriate Chromebook to further their own mind maps, they can
Map as I go over basic information from one of the
lesson content, research from online research what they find
books. I will explain how sticky notes can be moved if
clear sequence, resources. interesting instead of being
we find one fact or detail is more relevant to a
opportunities told what to research. Their
different topic than another.
for practice and Support: Marco needs some mind maps will be unique and
application. moderate support and a little individual to their interests.
 Guided Practice (45-75 minutes): more wait time than Marco
so more support will benefit
Giving students durable 12” x 14” paper, they will
him.
model and create their own Mind Map of research
over the Iroqouis tribe. Students will have
opportunities to ask questions, to read aloud together
and alone, so they know how to collaborate but also
work by themselves.

Closure (1e- Closure (5-10 minutes): (Include a wrap-up of what was By giving students a time limit C for Curiousity: By asking
4) of how much time is left to students to come up with
accomplished and provide a preview of tomorrow
Include work with, it will allow them questions or topics they want
what you Teacher: “Good job on those mind maps today! You to finish up without feeling to research a little more the
will ask or will have 2 minutes left to finish up the fact you are completely rushes. next time, they will continue
say to on. What was one thing you learned today?” to be inquire on their own and
students to be more engaged.
refocus Student 1: “I learned about the war!”
students
on learning Student 2: “I learned about what food they ate!”
objective.
Teacher: “Very cool! What is something you would like
to learn more tomorrow?”

Student 1: “I want to learn more about

Post Lesson Reflection COMPLETE AFTER TEACHING

What contributed to students meeting the Students met the instructional objectives when they were able to put together a complete
instructional objective(s)? Provide specific inidividually-created Mind Map covering 4-5 different topics of the Iroquois tribe. This was
examples/evidence to support your claim. contributed to understanding the importance and how the Mind Map worked.
(4a-1)
 Given another opportunity to teach your
lesson, what specific suggestions for
improving the lesson would you make? Why?
(4a-2)
If I were to do this over again, I would have incorporated more technological use with their school-
assigned Chromebooks. Giving them an opportunity to research online would give them a chance to
learn about credible vs. non-credible sources of information about the Iroquois tribe. I would have
made this improvement so they had a diversity of research sources instead of just from select books
from the Kearney Public Library.

Student comments regarding feedback (4e-2): What feedback did you receive that helped you set goals and plan for future instruction? Feedback can
be from one or more of the following:
● UNK instructor: Dr. Baker said I was very kind, patient, and used effective questioning.
 University of Nebraska Kearney Teacher Education
Lesson Plan #2 Template -FALL 2018
Deadlines: (1) REQUEST FEEDBACK on Google Doc by midnight on Friday, 10/26
(2) Peer feedback provided in class on Monday, 10/29-Make revisions as needed

***PLEASE Do NOT publish anything until the end of the semester

Name: Beth Revelo

Dates/Times:
●
Subject: Social Studies
Unit: 4th Native American Tribe Research Project
Lesson #2:
Using Write Tools with the Iroquois Tribe

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learning Goals A (1f-2)
NE Standards or Developmental
Indicators for Early Childhood
SS 4.2.12 Students will recognize and explain specialization and why different regions produce different
goods and services.
SS 4.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning,
irrigation, agricultural activities).

SS 4.3.6.b Identify questions that help explain the interrelationships of human or physical geographic
characteristics of places (e.g., A community is located on a river floodplain with fertile soil and water for
transportation, irrigation, and human consumption).

SS 4.4.5.b Identify, obtain, and cite appropriate sources for research about Nebraska, incorporating
primary and secondary sources (e.g., Cite sources using a prescribed format).
Learning Goals B 1. Students will use their mind maps of information they collected from secondary sources to create
a Write Tools portfolio for their presentation.
2. Students will collect any further information or research to complete their presentation.
Learning Objectives: Content (1c-2)
What do you want your students to 1. Students will be able to organize and complete their own Write Tools Outline about the Iroquois
know and do in content areas? Tribe.
 (Remember, these must be 2. Students will complete research about any aspect of the Iroquois tribe to put in their outline or
observable and measureable and presentation. This will be done through books and secondary sources.
contain the conditions, behavior,
and criteria required for success) -
ABCD format
How does the learning objective The Write Tools connects to their previous outline experience in their classroom. It will connect to their
connect to previous and future learning future Iroquois tribe presentation in December and putting together their presentation.
experiences? (1c-1)

Essential Question (1a-1) How will we organize our information before putting together our presentations?
Question for students to answer or
demonstrate by end of lesson.

What vocabulary do the students  Outline: An organized writing practice.

need to learn in order to meet the  Research: Collecting factual information.
learning objective?

Learner Characteristics (1b-1) (1b-4) Part 1: General Characteristics

Describe the relevant student
characteristics (e.g., races, ethnicities,
nationalities, languages, gender
identities/expressions, religions,
political affiliations, socio-economic
backgrounds, and disclosed sexual
orientations) and any other relevant
information regarding the students you
will be teaching.
● Friendships become more complex and more important at this age.
● Kids this age begin to understand how things are connected – to see the bigger picture.
Physical Characteristics
● Boys and girls have an increased appetite and need more sleep.
● They develop hand-eye coordination quickly.
Social Characteristics
● Kids may face strong peer pressure and find it hard to resist if they struggle with self-esteem.
● Kids form stronger and more complex friendships.

Additional tips based on my experiences: Emotional Characteristics

5th graders look up to you and want to
impress you and for you to like them.
Therefore, they sometimes don't want
you to know when they don't understand
because they don't want to look "dumb."
● Kids have a deeper understanding of how relationships with others can include more than just
common interests.
● Kids have a first crush or pretend to have crushes to fit in with peers.
As a result, they sometimes avoid taking
risks for fear of failure or letting you
down.
● Be cautious of putting them on
the spot in front of their peers.
Allow them to maintain their
dignity. Discuss matters privately.
● Maintain high expectations. Allow
for productive struggle. We get a
greater sense of accomplishment
when we've had to work hard for
something. It's okay to push them
out of their comfort zone,
because they have teacher
support with this experience.
Describe any students’ special learning
and/or medical needs (e.g., IEP/IFSP,
504) (1b-5) (1c-4).
Students’ Prior Knowledge (1a-2)
How will you know what prior
knowledge your students have in
relation to these learning objectives
(e.g., data from previous lessons or
conducting pre-assessment as part of
current lesson)?
On-going (formative) Assessment (1f-3)
What will you do during the lesson
Mental Characteristics
● Kids realize that thoughts are private and that people see others differently than they see
themselves.
● Kids develop a better sense of responsibility; look out for younger siblings and help out around
the house.
PART 2: 3-5 Personal Attributes/Characteristics/Interests/Hobbies for each of my students
(Include yours and delete examples)
 Noah:
o Noah likes to play basketball.
o Noah has a guinea pig.
o Noah’s mom wants to go back to school and wants to move away from Kearney.
o Noah likes math more than other subjects.
 Marco:
o Marco has a family dog.
o Marco likes science more than other subjects.
o Marco has three other siblings, two older, one younger.
o Marco likes soccer.
N/A
My students will reactivate their prior knowledge by doing a review quiz about the Iroquoi tribe. This will
be done orally and they can reference from their mind maps and will also tell me what they need to learn
more about.
To monitor student understanding, I will ask them questions to see if their research is well-rounded and
in case they need to complete any more research.
 to monitor student
understanding?

Post Assessment (1f-1) The assessment is congruent with the learning objectives because they are completing their research
How is the assessment congruent and learning to take notes on what they have learned.
to the learning objective(s)?

How will you know that your I will know students have completed their learning objectives by being able to tell me something they
students have achieved the have learned and why the Write Tools outline is important and helpful.
learning objective(s)?

Materials (1e-2)
List materials (including technology) 1. Books & Resources (for further research)
and attach any activity and assessment 2. Sketchpad
sheet(s) used in the lesson. Also include 3. Glue
a reference for where you found the 4. Strips of Paper
idea. 5. Pens/Pencils

*Right click on the table and add rows if

needed.

Justify the use of the materials and/or Materials & Instructional Strategies (1e-2)
instructional strategies used to engage
P-12 students in meaningful learning.

Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the
lesson in its entirety and/or another teacher could step in and use the plan with minimal assistance.
Lesson Differentiation (1e-1) Student Engagement
Components
Time
Introduction (1e-4) Share learning targets/objectives w/students. (5 After over a week of not S for Success: After having a
1-3 min. Include students in working on the Iroquois tribe, bit of a break, having a
Students will get a refresher about the Iroquois tribe
 knowing what they by doing a Brain Drain. my students will need a refresher and giving students
will be doing and refresher. Marco will also an opportunity to remember
why it is important need more support than everything they had learned
(e.g. Noah so being able to look at previously will help set them
statements/questi the previous information he’s up to be ready for success.
ons/other to gathered will him respond
present student- faster than his usual wait
friendly objective) time.
Develop I will give them back their mind maps and look over
background, them, then after a short 4-5 minute review, we will
foster do a challenge called a “Brain Drain.” Going over the
connections, Iroquois tribe and what we learned will help jog
facilitate their memory. To facilitate motivation, I will make
motivation for an interactive checklist that my students can check
learning activity. off once they have completed a learning objective.

Modeled Core Instruction Modeled Teacher Input (15-25 minutes): More Support: I will assist in O for Originality: This will allow
Practice (1e-4) asking about certain students to create their own
I will make my own Write Tools portfolio. I will
15-25 Include categories and what outline of the information they
explain the structure and then as I glue down the
min. appropriate lesson information is really individually gathered, and to
strips and write on them, I will also explain why we
content, clear important and should be create their own unique
are using such a more in-depth structure than what
sequence, presented to the class. presentation before
they are used to. I will also explain how having more
opportunities for collaborating and combining
topics in our Write Tools is relevant and important
practice and Independent: After they have with their partner.
to our upcoming presentation.
application. completed the first draft of
Guided Practice (45-75 minutes):
their outline, I will look it over
I will help students create their own Write Tools and tell them if they need to
portfolios as they write down relevant information go back over anything.
from their mind maps.
Closure (1e-4) S for Success: By being able to
Include what tell me what they learned
To close the lesson, I will have them give back the
you will ask and/or why the Write Tools
materials and then I will ask them to tell me one
or say to outline is important for them
thing that they have learned today. I will also ask
students to to learn and for their
them to tell me why the Write Tools outline is
refocus presentation will help them
important for them and for the presentation.
students on down the road.
 learning
objective.

Post Lesson Reflection

What contributed to students meeting the
instructional objective(s)? Provide specific
examples/evidence to support your claim.
(4a-1)
Students met the instructional objective because of the credible and age-appropriate books that were
given to them to help do research. It also helped that they had created a mind map of what
information they gathered before organizing it. This helped them see their information at once or at a
glance before putting down even more details and organizing it in a format that would make sense
when presenting.

Given another opportunity to teach your If I were to do this over again, I would have had giving them sentence starters for their topic sentence and
lesson, what specific suggestions for conclusion. Or going over the 4-square sentence starter technique that is taught in the classroom by their
improving the lesson would you make? Why? teachers. I feel like doing that would have provided better guidance as to how to start and conclude their
(4a-2) presentation.

Student comments regarding feedback (4e-2): What feedback did you receive that helped you set goals and plan for future instruction? Feedback can
be from one or more of the following:
Classroom teacher or faculty member: Mr. Salsbury gave me great feedback saying what I did well and what I needed to work on. What I needed to work on was
that sometimes I would accidentally tell them what to write instead of asking them questions and letting them decide what to write. This was written on the
feedback form that I received after my second observation.
 University of Nebraska Kearney Teacher Education
Lesson Plan #3 Template -FALL 2018

***PLEASE Do NOT publish anything until the end of the semester

Name: Beth Revelo

Dates/Times:
● November 27th-29th, 2018
Subject: Social Studies
Unit: 4th Native American Tribe Research Project
Lesson #3:
Google Slide Presentation for the Iroquois

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learning Goals A (1f-2)
NE Standards or Developmental
Indicators for Early Childhood
SS 4.2.12 Students will recognize and explain specialization and why different regions produce different
goods and services.
SS 4.3.1.b Apply map skills to analyze physical/political maps of the state (e.g., utilize grid systems to find
locations, identify the location and purpose of time zones, identify and locate cities of the state identify
relative and absolute locations east/west, north/south, left/right, next to).

SS 4.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning,
irrigation, agricultural activities).

SS 4.3.6.b Identify questions that help explain the interrelationships of human or physical geographic
characteristics of places (e.g., A community is located on a river floodplain with fertile soil and water for
transportation, irrigation, and human consumption).

SS 4.4.5.b Identify, obtain, and cite appropriate sources for research about a Native American tribe,
incorporating primary and secondary sources (e.g., Cite sources using a prescribed format).
Learning Goals B 1. Students will use maps to identify the regions of their assigned Native American tribes.
2. Students will understand how their tribes adapted to their physical environment (i.e., heating sources

Learning Objectives: Content (1c-2)
What do you want your students to
know and do in content areas?
(Remember, these must be
observable and measurable and
contain the conditions, behavior,
and criteria required for success) -
ABCD format
How does the learning objective
connect to previous and future learning practice in using map skills, research skills, organizational skills, and writing skills required by the
experiences? (1c-1)
Essential Question (1a-1)
Question for students to answer or
demonstrate by end of lesson.
What vocabulary do the students
need to learn in order to meet the
learning objective?
Learner Characteristics (1b-1) (1b-4)
Describe the relevant student
characteristics (e.g., races, ethnicities,
nationalities, languages, gender
in cold weather, food sources, materials for building shelter, use of environmental elements to build or
use transportation sources).
3. Students will identify, obtain, and cite appropriate sources for research about a Native American tribe,
incorporating primary and secondary sources (i.e., cite sources using a prescribed format).
1. Students will conduct research on an assigned Native American tribe using various sources (visual,
print, on line, etc.) provided by their teacher.
2. Students will identify aspects of their tribes’ lives (i.e., their history, regions, housing, food sources,
arts, crafts, clothing, etc.) that they want research.
3. Students will be taught how take, classify and organize notes from the research sources they are
provided.
4. Students will be able to identify their needs for additional sources based on the information they want
to report in their final research presentations.
5. Students will be provided additional research sources to review and learn to become proficient at
taking notes from them in order to prepare for creating their final research presentations.
6. Students will learn to organize data found on their research topics in preparation for creating their
final research presentations.
The learning objectives connect to students’ previous and future learning experiences by providing
Nebraska State Social Studies standards in the 4th grade.
Have you successfully obtained relevant information to organize your research presentations and used
the Write Tools method for creating an outline of your presentations?
Font: The text in a certain style.
Any vocabulary in the presentation that they do not already understand or have misconceptions about.
Part 1: General Characteristics
● Friendships become more complex and more important at this age.
● Kids this age begin to understand how things are connected – to see the bigger picture.
 identities/expressions, religions,
political affiliations, socio-economic
backgrounds, and disclosed sexual
orientations) and any other relevant
information regarding the students you
will be teaching.
Additional tips based on my experiences:
5th graders look up to you and want to
impress you and for you to like them.
Therefore, they sometimes don't want
you to know when they don't understand
because they don't want to look "dumb."
As a result, they sometimes avoid taking
risks for fear of failure or letting you
down.
● Be cautious of putting them on
the spot in front of their peers.
Allow them to maintain their
dignity. Discuss matters privately.
● Maintain high expectations. Allow
for productive struggle. We get a
greater sense of accomplishment
when we've had to work hard for
something. It's okay to push them
out of their comfort zone,
because they have teacher
support with this experience.
Physical Characteristics
● Boys and girls have an increased appetite and need more sleep.
● They develop hand-eye coordination quickly.
Social Characteristics
● Kids may face strong peer pressure and find it hard to resist if they struggle with self-esteem.
● Kids form stronger and more complex friendships.
Emotional Characteristics
● Kids have a deeper understanding of how relationships with others can include more than just
common interests.
● Kids have a first crush or pretend to have crushes to fit in with peers.
Mental Characteristics
● Kids realize that thoughts are private, and that people see others differently than they see
themselves.
● Kids develop a better sense of responsibility; look out for younger siblings and help out around
the house.
PART 2: 3-5 Personal Attributes/Characteristics/Interests/Hobbies for each of my students
(Include yours and delete examples)
 Noah:
o Noah likes to play basketball.
o Noah has a guinea pig.
o Noah’s mom wants to go back to school and wants to move away from Kearney.
o Noah likes math more than other subjects.
 Marco:
o Marco has a family dog.
o Marco likes science more than other subjects.
o Marco has three other siblings, two older, one younger.
o Marco likes soccer.
 Describe any students’ special learning
and/or medical needs (e.g., IEP/IFSP,
504) (1b-5) (1c-4).
Students’ Prior Knowledge (1a-2)
How will you know what prior
knowledge your students have in
relation to these learning objectives
(e.g., data from previous lessons or
conducting pre-assessment as part of
current lesson)?
On-going (formative) Assessment (1f-3)
What will you do during the lesson
to monitor student
understanding?
Post Assessment (1f-1)
How is the assessment congruent
to the learning objective(s)?
How will you know that your
students have achieved the
learning objective(s)?
Materials (1e-2)
List materials (including technology)
and attach any activity and assessment
sheet(s) used in the lesson. Also include
a reference for where you found the
idea.
Justify the use of the materials and/or
N/A
Students have been working with Google Slide presentations previously in their Media classes. So,
allowing them to use the Write Tools outline and what they had been taught in their Media class, I let
them start on the presentation, putting limits on colors and fonts of text in the presentation.
I will also use a strategy called “How Certain are You?”
I will challenge students to brainstorm everything they already know about the Iroquois tribe. I will ask
them to record each idea on a separate sticky note and put them on a scale I will make. The scale is
based according to level of certainty. “Very Uncertain” will be on the left and “Very Certain” will be on
the right. They will post their sticky notes on the scale according to how they feel about the background
knowledge.
I will make the expectations clear while answering any other questions they have.
I will use questioning to assess their understanding of the assignment and of the presentation.
This assessment is congruent to the learning objectives because the students have done the research
and the work to get the information they needed for their presentations. This presentation is a
collaboration between students and a final assessment of what they have learned in an organized and
presentable matter.
I will know my students have met the learning objectives when they have put together a Google Slide
presentation that looks attractive to the eye, they are able to stand in front of their peers and speak and
are able to answer any or most questions after the presentation.
Materials Source
Chromebook Central Elementary School
Write Tools Outline Students Made from Research
Materials & Instructional Strategies (1e-2)
 instructional strategies used to engage Chromebooks: To put together their Google Slide (digital) presentations, students will use their school-
P-12 students in meaningful learning. assigned Chromebooks.

Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the
lesson in its entirety and/or another teacher could step in and use the plan with minimal assistance.
Lesson Differentiation (1e-1) Student Engagement
Components
Time
Introduction (1e-4) I will use an engage activity called Secret Answer. I I have provided the Secret S for Success: This will set
1-3 min. Include students in will have students place their hand near their heart Answer as more of a students up for success as it
knowing what they (physically) and hold up the appropriate number of differentiation for Marco. will honestly assess their
will be doing and fingers to give their answer to the Iroquois-related Marco is a quieter student knowledge and confidence in
why it is important questions I ask. They will be doing this as another who knows the answer most themselves in their knowledge
(e.g. assessment to what they have learned about the times but usually looks to about the Iroquois.
statements/questi Iroquois, how confident they are in their Noah to confirm. This activity
ons/other to knowledge, and where they need growth in. This will allow me to assess both,
present student- will help in confidence in their presentation and but especially Marco’s
friendly objective) answering any questions afterward. knowledge without worrying
about peer pressure or
looking for confirmation from
anywhere that is not the
source or the teacher.
Develop To develop background and foster connections, I To provide differentiation, I R for Relationships: By having
background, will ask them about their previous experience with will allow them to look back them look back on their
foster Google Slides also keeping in mind their previous on their individual previous experience with
connections, Thanksgiving assignment in their Media class. I will experiences in their Media Google Slides, they will
facilitate facilitate motivation by reminding them that they class with Google Slides. I will remember what they have
motivation for will be presenting it in front of a small group and also provide Marco with a done before and the
learning activity. answering questions afterward so confidence in little more support as he is a similarities and differences
their knowledge is very important. little quieter and shyer. between this project and the
Thanksgiving assignment.
Modeled Core Instruction Modeled Teacher Input (15-25 minutes): Noah and Marco are at O for Originality: By having
Practice (1e-4) First, I will tell the students of my expectations, the different paces for learning so students create their own
15-25 Include font and color limits on the text, and how it will be for starters I will have them presentations, they are using
min. appropriate lesson set up. I will also let them know that they come to create their own individual their uniquely-created Write
content, clear me and ask me any questions about the presentations with the Tools outline to organize their
sequence, presentation, including technical difficulty. information they gathered research. This will allow me to
opportunities for individually. Then I will have assess their understanding of
practice and Guided Practice (45-75 minutes): them combine information the knowledge, how to
application. and presentations as they organize it, put together an
I will let students have a lot of control and
collaborate together. I will attractive presentation.
ownership over their presentation by creating their
facilitate when needed but I
own individually first before combining. I will do
will step back to let them take
shared typing for Marco if he ends up taking a bit
control and take ownership of
long after the first day. I will also ask them questions
their presentation.
as they create it to guide them and keep it within
context:
1. What color do you want to use for the title?
2. We can only use at most 2 different types of
fonts. Which ones would be easy to read
from the back of the classroom?
3. Is this a good picture? Do you think it really
represents _____ (ex: “palisades”)?
4. How do you want to end this presentation?

To ask them about their presentation:

1. Which part of the presentation do you know
best?
2. Which part do you need help with?
3. How can we improve this part right here?
4. In order to put together a good
presentation, we have to go over it. Go
ahead and stand up and present it to us and
we’ll do the same.

Closure (1e-4) I will do a review over what we learned and what we R for Relationships: This
Include what did. I will also ask them their honest confidence in effective questioning will allow
you will ask their presentation and what they have left. We have me to assess their confidence
or say to established a basic understanding of honesty and of knowledge and in their
students to they can come to me for help. presentation. This honesty and
refocus understanding has been built
students on Teacher: “What did you learn about the Iroquois through the teacher-student
learning over the course of this project?” relationship and being patient
objective. enough to let them
Student 1: “I learned about the war the Iroquois productively struggle before
were in for hundreds of years before they came helping them but also knowing
together and the war they were in with other tribes they can always ask me
after they came together.” questions for clarification or
help.
Student 2: “I learned about the longhouses they
lived in. They were really cool and really big.”

Teacher: “Which part of the presentation do you

know best? “

Student 1: “I know the beginning with the flag really

well and the one with the longhouses.”

Student 2: “I know about the clothes they wore and

the feathers on their head.”

Teacher: “Which part do you need help with?”

Student 1: The one with how they came together.

It’s really hard to say the names of the tribes.”

Student 2: “I agree. That slide is difficult to say some

words.”

Teacher: “Okay, tomorrow we will go over more on

practicing the presentation and word
pronunciation.”

What contributed to students meeting the
instructional objective(s)? Provide specific
examples/evidence to support your claim.
(4a-1)
Post Lesson Reflection
Students met the instructional objectives with their uniquely-created Write Tools outline and
guidance with creating the presentation. By using their uniquely-created Write Tools outline, they use
the information they gathered individually before combining and collaborating their projects.

Given another opportunity to teach your I would have done a little more shared typing practice with Marco starting the presentation, so I
lesson, what specific suggestions for could have set apart more time for practicing the presentation with the students. I would have done
improving the lesson would you make? Why? this to allow Marco and Noah a little more confidence in themselves with presenting as they are a
(4a-2) little quieter.

Student comments regarding feedback (4e-2): What feedback did you receive that helped you set goals and plan for future instruction? Feedback can
be from one or more of the following:
● UNK instructor: Dr. Baker gave me good feedback as to what I was doing correct or what I was doing well. She told me that I was patient, kind,
and using effective questioning. This was received on the feedback form that I received after my first observation.
● Classroom teacher or faculty member: Mr. Salsbury gave me great feedback saying what I did well and what I needed to work on. What I
needed to work on was that sometimes I would accidentally tell them what to write instead of asking them questions and letting them decide
what to write. This was written on the feedback form that I received after my second observation.