Teacher Education Lesson Plan Template

Teacher Candidate Kayla Oliver__ School _Lakeview___ Date 1/31/2017___

Subject/Grade Level ELA/ Reading/ 1st grade Start/End Time of Lesson 10:00 AM

Description of Lesson: In this lesson, students will demonstrate understanding of a text by

asking and answering the 5Ws and 1H which are who, what, when, where, why, and how
questions. Students will be asked real world questions, shown examples throughout Amazing
Grace, and will think of a familiar story to answer the 5Ws and 1H questions.

Lesson Title or Essential Question: Learning the 5Ws and 1H

Curriculum Standards Addressed:

SC Curriculum Standard(s): Determine meaning and develop logical interpretations by making

predictions, inferring, drawing conclusions, analyzing,
synthesizing, providing evidence, and investigating multiple interpretations

SC Academic Indicator(s): 5.1 Ask and answer who, what, when, where, why, and how questions to
demonstrate understanding of a text; use key details to make inferences and draw conclusions in
texts heard or read.

Indicate how at least one the following are incorporated into the lesson:
There are no fine or performing arts incorporated into this lesson.

Accommodations required in this class:

There is one student who requires preferential seating due to a vision impairment. While reading
Amazing Grace on the carpet, this student will sit at the very front as usual. This student will sit in his
assigned seat, at the front of the class towards the board as usual for the rest of the during assessment and
post assessment activity.

Instructional Objective(s) Criteria: Assessment(s) of the

Objectives:
By the end of the lesson, students will be able to Before:
answer the 5 Ws and 1 H of a story to demonstrate Students will answer 5W and 1H
an understanding, make inferences, and draw real world questions on a notecard:
conclusions in the text read with 80% accuracy. Who is your favorite book
character?
What did you have for dinner last
night?
When is your birthday?
Where is your best friend?
Why are you at school today?
How do you get home afterschool?

During: Students will complete a

5Ws 1H Graphic organizer related
to the story.

After:
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 Students will complete a 5W 1H
story map related to one of their
favorite books/book of choice.

Materials/Resources: Smartboard, pencils, paper, notecard, 5W graphic organizer, Story

Map, Amazing Grace by Mary Hoffman and Caroline Binch

Procedures
1. Start the lesson by explaining to the class that a
story answers five basic questions, also known as
the 5 Ws (who, what, when, where, why) plus 1 H
(how).
Who is this about? What happened? When did it
happen? Where did it happen? Why did it happen?
How did it happen?
2. Explain to the class that they will now answer real
world problems (displayed on board)
3. Each student will write their answers on notecard.
4. Students will turn and talk with their partner
about what they wrote.
5. Students will share.
6. Direct students to make their way to the carpet.
Differentiation
High performing students will be
given an additional task of creating a
different ending to the story, or
adding a character to the story to
twist the plot but again find the 5WS
and 1H.
Low performing students will be
provided with an extra handout that
highlights the meaning or idea of
each of the 5ws and 1H.

7. Tell your students that today, they will be listening

to the story Amazing Grace and answering
reading comprehension questions based on what
they learn
8. While reading ask questions throughout story such
as:
Who is the main character in this story?
What do you think Grace is going to do..?
Where is Grace practicing for the part?
When did Grace decide this?
Why is Grace trying out for this role?
How do you think Grace feels after her classmate
made this comment?

9. After reading story explain to students that they

will be completing a graphic organizer based on
the 5ws and 1H related to the story.
10. Ask students to return to their desks and have two
students hand out graphic organizers.
11. Have handout displayed on SmartBoard.
12. Walk around the classroom and look at their
handouts to assess their understanding.

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 13. Lastly, explain to class that they will now think of
their favorite book and complete a story map using
the 5Ws and 1H.
14. Have two new helpers pass out handouts.
15. As students work on their story maps, walk around
the classroom and look at their worksheets to
assess their understanding.
16. Ask student volunteers to share what they have to
the rest of the class.

References:

Hoffman, M. (1997). Amazing Grace. Boston: Houghton Mifflin Company.

During assessment handout from Pinterest.

Post assessment handout from Pinterest.

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 Teacher Education Lesson Plan Template

Teacher Candidate Kayla Oliver School Lakeview Elementary Date February 2017_____

Subject/Grade Level Bullying/ 1st Grade Start and End Time of Lesson 10:00 AM____

Description of Lesson: Each student will learn about the concept of bullying and learn how to prevent
bullying. Students will be shown several examples of bullying through pictures and videos on the that
portrays acts of bullying.

Lesson Title or Essential Question: What is bullying?

Curriculum Standards Addressed:

SC Curriculum Standard(s): 1-2 Transact with texts to formulate question, propose explanations, and
consider alternative views and multiple perspectives.
C.1. Interact with others to explore ideas and concepts, communicate meaning, and develop logical
interpretations through collaborative conversations, build upon the ideas of others to clearly express ones
own views while respecting diverse perspectives.
W-6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short
and extended time frames.

SC Academic Indicator(s): 1-2 Engage in daily exploration to formulate questions from texts and
personal experiences; generate possible explanations.

Indicate how at least one the following are incorporated into the lesson:
SSCA: SSCA Section 59-63-120. (1) Harassment, intimidation, or bulling means a gesture, an electronic
communication, or a written, verbal, or sexual act that is reasonably perceived to have the effect of: (a)
harming a student physically or emotionally or damaging a students property, or placing a student in
reasonable fear of personal harm or property damage; or (b) insulting or demeaning a student or group of
students causing substantial disruption in, or substantial interference with, the orderly operation of the
school.

Accommodations required in this class:

There is one student who requires preferential seating due to a vision impairment. This
student will sit in his assigned seat, at the front of the class towards the board as usual for
all three assessments.

Instructional Objective(s) Criteria: Assessment(s) of the

Objectives:
By the end of the lesson students will be able to Before:
discuss what bullying is, know the different forms of Students will answer questions
bullying, and know that being bullied makes people related to the meaning of bullying
feel bad. and their answers will be made into
a list on the board.

During: Students will raise a red

strip if they think the act displayed
on the board is bullying, and will
raise the green strip if they do not
think it is considered bullying
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 students answers will be recorded
by a checklist.

After:
Students will complete a true or
false and fill in the blank handout
related to bullying and preventing
bullying.

Materials/Resources: BrainPOPJr., red and green strips, pencil, paper, bullying handout, smartboard

Procedures
1. Inform the class that today they will be learning
about bullying.
2. Begin by asking the class questions such as:
What do you think is a bully?
How does a bully make you feel?
Why do you think people bully other people?
Who do you think is usually bullied?
3. List students answers on the board.
Differentiation
High performing students will name
other acts of bullying or ways to
prevent bullying that was not
mentioned in the lesson.
Photos and scenarios displayed on
the board will be simplified for low
performing students.

4. Give students an overall definition of bullying:

When someone does something on purpose to
make you feel bad or hurts you and
its hard to make them stop.

5. Tell the class that they will now be watching a

Brain POP video related to bullying.
6. Play BrainPop video on bullying.
7. Ask questions related to the video to review.

8. Inform the class that they will be shown different

pictures of acts of bullying.
9. Tell them that if they think the photo/scenario
displayed is an act of bullying, raise the red strip, if
they think that it is not an act of bullying, raise the
green strip.
10. Record answers on checklist as pictures are
displayed.
11. Explain and discuss each photo and scenario
displayed.
12. Ask students to place their strips back on their
desk.

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 13. Explain to the class that they will be completing a
handout that relates to bullying.
14. Inform the students that they will circle TRUE or
FALSE after reading the statements, and they will
read each sentence and fill in the blanks at the
bottom using the word bank.

15. Review handout with class.

References:

Bullying. FWD Media. BrainPOP. Web. 28 Jan. 2017. Retrieved from

https://jr.brainpop.com/health/relationships/bullying/

Bullying. Health Problems Series. Kids Health in the Classroom. Retrieved from

https://classroom.kidshealth.org/classroom/prekto2/problems/emotions/bullying.pdf

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 Teacher Education Lesson Plan Template

Teacher Candidate Kayla Oliver School Lakeview Elementary Date March 2, 2017

Subject/Grade Level EEDA/ 1st grade Start and End Time of Lesson 10:00 AM- 10:30 AM

Description of Lesson: Students will identify community helpers or careers in our

community. They will be able to describe the role and importance of these community
helpers.

Lesson Title or Essential Question: Who are our Community Helpers?

Curriculum Standards Addressed:

SC Curriculum Standard(s): Standard 1-4: The student will demonstrate an understanding of how
individuals, families, and communities live and work together in America and around the world.

SC Academic Indicator(s): 1-4.1 Illustrate different elements of community life, including typical jobs;
the interdependence of family, school, and the community; and the common methods of
transportation and communication.

Indicate how at least one the following are incorporated into the lesson:
EEDA:
Standard 3: Students will explore careers and the connection of school to work.

Competencies:
EEDA Competency 1: Define what work/job/career means
EEDA Competency 2: Define the importance of adults and children working
EEDA Competency 3: Describe the process of being a good worker

Accommodations required in this class:

There is one student who requires preferential seating due to a vision impairment. While reading
Community helpers from A to Z on the carpet, this student will sit at the very front as usual. This student
will sit in his assigned seat, at the front of the class towards the board as usual for the rest of the during
assessment and post assessment activity.

Instructional Objective(s) Criteria: Assessment(s) of the

By the end of the lesson students will be able to
identify the roles of community helpers with 80%
accuracy.
Objectives:
Before:
Community Helpers Quiz: Each
student will answer a question from
the quiz on Smartboard. Students
answers will be recorded by a
checklist; they will receive a check if
the answer is correct, and an X is if
the answer is incorrect.

During: Each student will write

down one community helper they
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 learned from the story and explain
their role. Students answers will be
recorded by a checklist. If they
name and explain role of worker
they will receive a check, if they do
not they will receive an X.

After: The student will complete a

writing prompt explaining what
they want to be when they grow up
and in which way they can help the
community by the role they choose.
This will be graded with a rubric
with a scale form 1-3. They will
receive a 1 for just stating the
community worker, 2 for
community worker and illustration,
and 3 for community worker, how
they help the community, and
illustration of community worker.

Materials/Resources: Smartboard, Community helpers from A to Z, paper, pencils, Community helper

writing prompt booklet.

E. (2015, September 04). Community Helpers Quiz Game | Game.

Retrieved February 13, 2017, from https://www.education.com/game/community-helpers-quiz/

Kalman, B. (1997). Community helpers from A to Z. Canada: Crabtree Publishing Co.

Procedures
1. Students will be at their seats. Inform the class
that they we will be learning about important jobs
in our community.
2. Explain to the class that we will first start off by
playing a game.
3. Community Helpers Quiz will be displayed on
Smartboard.
4. Have each student come up to Smartboard and
click on the community worker that the narrator
describes.
5. Record answers as each student chooses their
answer.
Differentiation
Directions will be simplified for low
performing students throughout
lesson. These students will also be
partnered with a high achieving
student as needed.
High performing students will be
asked to name or explain more than
one way that their preferred
community worker can help out in
the community.

6. Direct students to classroom carpet to read

Community helpers from A to Z.
7. Explain illustrations and the jobs of the workers
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 while reading story.
8. Ask students to name their favorite community
worker or workers that they liked in the story.
9. Have students return to their desks.
10. Explain to students that they will now write down
one community worker from the story and explain
the role of the community worker.
11. Have students share what they wrote.

12. Students will now complete a narrative related to

community workers.
13. Ask students to think of what community worker
they think they would like to be when they grow
up.
14. Inform the students that they will be writing a
narrative about what they would like to be.
15. Explain to the students that the narrative should
include:
Who or what the community worker is
How they help the community
Picture/illustration
16. Monitor students progress by walking around
class, making suggestions, or asking questions to
help students think of ideas.
17. Ask several students to come to front of class and
share what they wrote.

References:

E. (2015, September 04). Community Helpers Quiz Game | Game.

Retrieved February 13, 2017, from https://www.education.com/game/community-helpers-quiz/

Kalman, B. (1997). Community helpers from A to Z. Canada: Crabtree Publishing Co.

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 Teacher Education Lesson Plan Template

Teacher Candidate Kayla Oliver School Lakeview Elementary Date March 2017

Subject/Grade Level Social Studies/ 1st Grade Start and End Time of Lesson 10:00 AM

Description of Lesson: Students will be learning how to identify locations on a simple map using
legend and basic map symbols. Students will understand when and how maps are used in real life
situations.

Lesson Title or Essential Question: How Do We Read Maps?

Curriculum Standards Addressed:

SC Curriculum Standard(s): The student will demonstrate an understanding of how families interact
with their environment both locally and globally

SC Academic Indicator(s): 1-1.1 Identify a familiar area of the neighborhood or local community on a
simple map, using the legend and basic map symbols.

Indicate how at least one the following are incorporated into the lesson:
There will be no fine arts incorporated into this lesson.

Accommodations required in this class:

There is one student who requires preferential seating due to a vision impairment. I will provide a picture
of the map displayed in the pre-assessment for him on his desk. This student will also sit in his assigned
seat, at the front of the class towards the board as usual for the pre and post assessments.

Instructional Objective(s) Criteria: Assessment(s) of the

By the end of this lesson, students will be able to
identify familiar areas of the neighborhood or local
community on a map using legend and basic maps
symbols with 80% accuracy.
Objectives:
Before: Students will complete
Reading a Map worksheet. Their
answers will be recorded through a
checklist. If they answer 1 or 2
questions they receive a 1, if they
answer 2 or 3 questions they receive
a 2, if they answer all, they receive a
3.

During: Students will answer 3

questions related to the Brain Pop
Video on reading maps. This will
be graded with a rubric
with a scale form 1-3. They will
receive a 1 for answering one
question correctly
,2 for answering 2 questions
correctly, and 3 for answering all 3
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 questions correctly.
After: Students will draw a map of
their own. Their maps will be
graded on a 1-3 rubric scale
receiving a 1 for only providing
illustration, a 2 for illustration and
title, and a 3 for illustration, title,
and map key.

Materials/Resources: Large map, Smartboard, BrainPop Jr., Reading a Map handout, pencils,
paper,crayons.

Reading Maps - BrainPOP Jr. (n.d.). Retrieved February 25, 2017, from
https://jr.brainpop.com/socialstudies/geography/readingmaps/

Reading a Map handout from Pinterest.

Procedures
1. Inform the class that today they will be learning
about maps, which are pictures of places seen from
above.
2. Direct students attention to the map displayed on
the smartboard and ask students to study the map
for a minute.
3. Ask students to identify a few places on the map.
4. Explain to students that they will now answer
questions related to mapping.
5. Distribute handout.
6. Have class complete handout.
7. Review handout.
8. After review of handout, tell students that we will
learn more about recognizing and locating places
on a map today.
Differentiation
Directions will be simplified for low
performing students for all three
assessments. These students will be
partnered with a high achieving
student as needed.
For high performing students, they
will be asked questions such as:
2. What do you think is the most
important reason that people need
to have maps?
3. In which way do you think you
will use a map in your life?

9. Have students have a seat on the carpet.

10. Inform students that they will now watch a
BrainPop Video on reading maps and that they are
to pay close attention.
11. When video is finished, inform students that they
will answer questions related to the video.
12. Have students return to their desks and take out a
pencil to write with.
13. Pass out paper for students to write down their
answers.
14. Ask three questions related to video:
What is one thing that a map can show?
What does the map key used for on a map?
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 What is the map scale used for?

15. Review questions related to video.

16. Inform students that they will now think of a place

of their choice that they would like to make a map
of. This place can be anywhere that they have
been including the park, playground, the
classroom, a store, an amusement park, etc.
17. Inform students that the map should include:
1. A title of the place
2. An illustration
3. A map key
18. When students finish, have some students share
what they made a map of.
19. Wrap Up: Ask students to name one significant
thing that they have learned about maps today.
20. After their responses, tell the class that today we
have learned about recognizing a map, reading a
map, and locating places on a map.

References:

Reading Maps - BrainPOP Jr. (n.d.). Retrieved February 25, 2017, from
https://jr.brainpop.com/socialstudies/geography/readingmaps/

Reading a Map handout from Pinterest.

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