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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.
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
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 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?
Individual
students:
Justification