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Lesson Plan Template

Lesson Title: Sleeping journal


Grade Level: 1st grade Learning Central Focus
Central Focus How to encourage and support First graders to
develop good sleeping habits through regular
What is the central focus for the content in the reflection and evaluation.
learning segment?

Content Standard 22.A.1b Identify methods of health promotion and


illness prevention (e.g., obtaining immunizations,
What standard(s) are most relevant to the hand washing, brushing, and flossing teeth, eating
learning goals?
practices, sleep, cleanliness).

22.D.1a Identify positive health choices and


demonstrate ways to communicate individual choices.

22.D.2a Express opinions about health issues and


communicate individual health needs
Student Learning Goal(s)/ 1. Students will practice telling time in order to
Objective(s) determine when they went to bed and when
they arose for the day.
Skills/procedures 2. Students will keep a daily sleep journal for one
What are the specific learning goal(s) for
student in this lesson?
week.
3. Students will assess how they feel at school,
Concepts and reasoning/problem given the amount of hours they slept.
solving/thinking/strategies 4. Students will compare the amount of sleep
What are the specific learning goal(s) for
students in this lesson?
they get to that of their family members and to
that of a cat.
Prior Academic Knowledge and 1st graders must know how to tell time on a clock in
Conceptions order to keep a sleep journal.

What knowledge, skills, and concepts must These students are continuing to develop a
students already know to be successful with
this lesson?
consciousness of cause and effect. This lesson can make
a meaningful connection between lack of sleep and
What prior knowledge and/or gaps in sleepiness during the day.
knowledge do these students have that are
necessary to support the learning of the skills
and concepts for this lesson?
Common errors, developmental A seven year old child typically experiences moments
approximations, misconceptions, of light sleeping or even restlessness during the night.
partial understandings, or This experience, known as night waking is sometimes
misunderstandings a result of a nightmare, but most often because of the
What are common errors or natural cycle of sleep that a child undergoes.
misunderstandings of students related to the
central focus of this lesson?
How will you address them for this group of These children will be shown that it is possible to
students?
calm one-self down in the troubling darkness of the
night, and to return to one’s sleep without being
afraid. Exercises learned in class will help at these
moments: closing eyes, deep breaths, pleasant
thoughts, listening to the quiet of the room.

Instructional Strategies and Learning Tasks


Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch Read one story from Amanda Bean’s Amazing Dream; kid’s
____4______ Minutes stories about dreams which combine good sleeping habits and
adventure in the realm of dream land.
How will you start the lesson
to engage and motivate
students in learning?

Instruction Students will take 10 minutes at the beginning of the day to fill out
___10_____ Minutes their sleep journal.

What will you do to engage The journals have pre-written questions which help the student
students in developing
understanding of the lesson
evaluate how they are sleeping.
objective(s)?
Firstly: How long are you sleeping each night? (In view of seeing
How will you link the new a pattern).
content (skills and concepts) to
students’ prior academic
learning and their Secondly: How long are other members of my family sleeping? (In
personal/cultural and view of seeing the differences in sleep according to one’s age).
community assets?
In order to engage students, they will be asked to search the cause
What will you say and
do? What questions will you of their less-restful nights of sleep with options suggested, like
ask? eating sugary foods, watching television or playing on a computer
until the moment of bed-time etc…
How will you engage students
to help them understand the
concepts?
Student’s journals must be filled out every day during one week.
Even if they do not know how long they slept on a given night, it
What will students do? is most important that they begin to make a correlation between
getting enough sleep and feeling energized throughout the day.
How will you determine if
students are meeting the
intended learning objectives?
Structured Practice
and -Students will be paired up to make a ‘sleep slogan’ poster, to be
Application hung in the classroom and hallway.
_____20___ Minutes

How will you give students the


opportunity to practice so you -At the end of the week, the teacher will have gathered all the data
can provide feedback?
on the length of the students’ sleep and put it into a poster graph.
How will students apply what The graph will illustrate correlations between the amount of sleep
they have learned?
and attitudes (Sleepy, grumpy, distracted, normal, happy,
How will you determine if energized etc…).
students are meeting the
intended learning objectives? -A class discussion will accompany this graph in order for the
teacher to give feedback on the correlations.

Closure A peaceful, three-toned chime will be rang by the teacher to


_____1_____ Minutes indicate to the students that they need to finish their sleep journal.

How will you end the lesson?


Differentiation/ Whole Class: Each student will be encouraged to get at least 11
Planned support hours of sleep each night, which research recommends for this age
group.
How will you provide students The student will do a short research project on how many hours an
access to learning based on
individual and group needs?
animal sleeps to see the differences between an animal and them.
(Exploring such topics as hibernation and nocturnal animals).
How will you support students
with gaps in the prior
knowledge that is necessary to
be successful in this lesson?
Groups of students with similar needs: Since sleep is vital to the
success of every student, the first graders ‘slogan posters’ will be
placed throughout the school in order to encourage this health
promotion with all the students in the school.

Individual students: Some student’s journals and behaviors will


show a sleep deprivation. Parents of these students will personally
receive a brochure, endorsed by the school, which explains good
sleep habits, as well as a link to a page on the schools website
which explores this topic of sleep:
http://healthwebproject.weebly.com/lesson-plans.html
Students with IEP’s or 504 plans: Any student with a disability
will fill out their sleep journal with a teacher’s aid. This journal
will also be sent home with the student every day, so that the
parents can help fill in certain items, like the number of hours that
the child sleeps.

Strategies for responding to common errors and


misunderstandings, developmental approximations,
misconceptions, partial understandings, and/or
misunderstandings:

Student interactions Students will be paired in groups to make the ‘sleep slogan’
poster.
How will you structure
opportunities for students to
work with partners or in
Students will reflect together every day at the beginning of the
groups? What criteria will you sleep journal lesson about the benefits of sleep by talking about the
use when forming groups?
short story taken from Amanda Bean’s Amazing Dream.

What ifs Many students could be forgetful or unaware of how many hours
they slept each night. Thus, letters will be sent to their parents,
What might not go as planned
and how can you be ready to explaining this sleeping journal, in order that they could help their
make adjustment? child determine how long they slept each night.

Theoretical principles Sleep Deprivation: Not getting enough sleep can lead to serious
and/or research–based problems, and students will already be able to understand this in
best practices how they feel at school, given the amount of sleep they had in a
night.
Why are the learning tasks for
this lesson appropriate for
your students?
Sleep Cycle: Looking at what happens to our body when we sleep
helps a student to see the importance of an activity which is
otherwise motionless to the eye.
Materials The teacher will need a big clock with a second hand, which can
be handled by the students for practicing time telling, poster paper
What materials does the and markers.
teacher need for this lesson?

What materials do the students


Each student will need a binder for a sleep journal, paper and
need for this lesson? pencil.

Academic Language Demand(s):


What language function do you want students to develop in this lesson? What must students understand in order
to be intellectually engaged in the lesson? Students will develop the ability to tell time. Additionally,
students will be able to express how they feel after a nights sleep, thus assessing their
attitude: sleepy, grumpy, distracted, normal, happy, energized etc…
What content specific terms (vocabulary) do students need to support learning of the learning objective for this
lesson
Health promotion, sleep duration, sleep deprivation, attitude.
What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate
in learning tasks and demonstrate their learning for this lesson? Students will write in a personal
sleeping diary everyday for one week. Students will listen to a book about dreams and
respond to the teachers questions about the book. Students will manipulate a clock in
practicing time telling.

What are your students’ abilities with regard to the oral and written language associated with this lesson?
Students have very basic writing skills, and will thus be given very specific questions that
do not require much articulation, like how do you feel after last night’s sleep?

How will you support students so they can understand and use the language associated with the language function
and other demands in meeting the learning objectives of the lesson? Students will be asked to respond
affirmatively or negatively to language based items of this lesson: “Can you think of
anything that deprived or kept you from sleeping well last night?”

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach
a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.
Type of Description Modifications to the Evaluation Criteria - What
assessment of assessment so that all evidence of student learning
(Informal or assessment students could (related to the learning
Formal) demonstrate their objectives and central focus)
learning. does the assessment provide?

Analyzing teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?

Adjustments

What instructional changes do you need to make as you prepare for the lesson tomorrow?

Proposed Changes. Whole class:


If you could teach this lesson again to this group of students what changes would you make Groups of
to your instruction?
students:

Individual
students:
Justification

Why will these changes improve student learning?

What research/ theory supports these changes?

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