COELessonPlan Mini-Unit Expansion.docx - GCU College of...

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GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Amanda K. Parker 1 st Grade September 23, 2019 World History Standard and Arts Standard Family Timelines and Graphs I. PLANNING Lesson summary and focus : Before starting this lesson, students will be introduced to the key vocabulary words. Students will be working on making their family timelines in a sequential manner and be adding some sketches to their timelines to help add to the visual presentation of their timelines. We will be using a bar graph to help show the differences from their peer’s timelines to theirs. I will start off by ensuring that all students understand the key vocabulary words for this lesson. Then, move to ensuring that the students understand what timelines are used for and how to make one. I will also ensure that the students understand how to fill in a bar graph and what they are used for. We will be finishing this lesson by having the student share their family timelines with the whole class. Classroom and student factors : There is a total of 30 students, 14 boys and 16 girls. Within the 30 students there are 5 students who have an IEP or a 504 Plan, 4 English Language Learners, 3 gifted students, 1 student with Food Allergies, 1 student that has Diabetic, 1 student with Hearing Aids, 5 students in Tier 2 RTI for Reading, 3 students in Tier 2 RTI for Math, 1 student in Tier 3 RTI for Reading and Math and 2 students in Tier 3 RTI for Math. There are 2 students who have a high-socio-economic status, 15 students who have a mid-socio-economic status and 13 students who have a low socio-economic status. The students parent Involvement are the following: 10 Low, 16 Mid, 3 High and 1 Very high. The students with Internet available at home are the following: 20 yes, 9 no and 1 medium. The impact these factors will have on planning could be that some of the students will need more or less help from the teacher, more or less time to do classwork and/or homework, and there will need to be accommodation or modifications for some of the classwork and homework. National / State Learning Standards: History Standard: “4.1.1 Understands and creates family timelines to show events in a sequential manner” ( Washington Office of Superintendent of Public Instruction, 2009). Social Studies Skills: “5.4.1 Describes how different people live using a graphic organizer ” ( Washington Office of Superintendent of Public Instruction, 2009). Art: “Anchor Standard 1: Generate and conceptualize artistic ideas and work. Page 1 of 18
Performance Standard (MA:Cr1.1.1) a. Express and share ideas for media artworks through sketching and modeling” ( Washington Office of Superintendent of Public Instruction, p. 8, 2017). Math: Measurement and Data 1.M.4 “Represent and interpret data Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another” (Common Core State Standards Initiative, p. 16, 2014).

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