E-Unit Project

Being a Good Citizen
1st Grade
E-Unit Lesson Plans
Jessica Martinez
EDU 512
Spring 2020
Dr. Rachel Timmons
California Baptist University
1
Table of Contents
Objectives and Standards..............................................................................3
Introduction to Unit.......................................................................................7
Student List with Three Focus Students........................................................8
Vocabulary ...................................................................................................11
Literature ......................................................................................................13
Poetry............................................................................................................14
Lesson Plans..................................................................................................16
Direct Instruction Lesson Plan.....................................................................17
Concept Attainment Lesson Plan.................................................................31
Generalization Lesson Plan..........................................................................45
Inquiry Lesson Plan......................................................................................58
Vocabulary Lesson Plan...............................................................................67
Listening/Speaking Lesson Plan..................................................................79
Writing Lesson Plan.....................................................................................88
Student Work Samples.................................................................................96
Professional Reflection................................................................................100
2
Objectives and Standards
Direct Instruction Lesson:

Objective: After the lesson on the facts of being a good citizen, students in grade
1 will identify, list and summarize information on the topic of being a good
writing 10 facts both orally and in writing with accuracy.
Concept Attainment Lesson:
Objective: After the lesson on the concept of being a good citizen, students in
grade 1st will be able to state both orally and in writing the correct definition of
being a good citizen.
Generalization Lesson:
Objective: After the lesson on using data to support generalizations, students in
grade 1 will apply this knowledge and develop generalizations concerning the
topic of being a good citizen with accuracy.
Inquiry Lesson:
Objective: After the mini lesson of character traits, Students in grade 1 will
demonstrate their knowledge of character traits of a good citizen by writing about
the main character; how they acted and how they could have done things
differently.
Vocabulary Mini Lesson:
Objective: Students in grade 1 will demonstrate their academic language to have
a discussion on the topic of being a good citizen and will convey that information
in their writing.
Listening/Talking Mini Lesson:
Objective: Students in grade 1 will demonstrate their listening and their academic
language skills in preparation and during their oral presentation to effectively
demonstrate effective conflict resolution.
Writing Mini Lesson:
Objective: Students in grade 1 will complete a written activity to demonstrate their
comprehension about the three branches of government.
Standards
Social Studies Standard

1.1 Students describe the rights and individual responsibilities of citizenship.
1.1.2 Students will understand the elements of fair play and good sportsmanship,
respect for the rights and opinions of others, and respect for the rules by which we live,
including the meaning of the "Golden Rule."
CCSS ELA Standard

L. 1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.1.2.D Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
L.1.1.J Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
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L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 1 reading and content, choosing flexibly from an array of
strategies.
SL.1.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
SL.1.1A Follow agreed-upon rules for discussion (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
W.1.7 Participate in shared research and writing projects.
CCSS. ELA- Literacy

CCRA.SL.5 Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
CCSS ELD Standard

Part 1. Interacting in Meaningful ways:
 A. Collaborative. 1. Exchanging information and ideas with others through oral
collaborative conversations on a range of social and academic topics.
 B. Interpretive 5. Listening actively to spoken English in a range of social and
academic contexts.
o Emerging-
o 1. Exchanging information and ideas contribute to conversation and
express ideas by asking and answering yes-no and wh- questions and
responding using gestures, words, and simple phrases.
o Expanding
o Exchanging information and ideas contribute to class, group, and partner
discussions by listening attentively, following turn-taking rules, and asking
and answering questions.
o Bridging
discussions by listening attentively, following turn taking rules, and asking
o Offering opinions and negotiate with others in conversations using learned
phrases (I think/don’t think, I agree/don’t agree).
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Introduction to Unit
This unit helps fulfill my requirement for EDU 512 and demonstrates the Student
Learning Objective 3.1: Content Knowledge/Instructional Planning: Candidates will create
effective learning environments and deliver meaningful learning experiences which have an
emphasis on developing a deep understanding of content knowledge.
This Unit is for the first-grade curriculum that is aligned with the social studies Common
Core State Standards 1.1 “Students describe the rights and individual responsibilities of
citizenship.” The series of lesson plans includes direct instruction, concept attainment,
generalization, inquiry, and mini lessons that focus on grammar, listening/speaking, and writing.
The goal of these lesson plans is to promote higher order thinking skills that are shown in
Bloom’s Taxonomy of Knowledge. These lessons provide instructional techniques and research-
based strategies to help students learn. This unit has helped me gain greater understanding in the
rationale behind teaching strategies and to prepare me for my educational career.
These lesson plans were linked to three theories, the behavioral theory, the information
processing theory and the constructivist theory to make students effective and efficient learners.
It is important for me to be knowledgeable in these theories to better support and motivate each
child towards success. This course has helped me gain a better understanding of the different
types of lesson plans one can use to provide a varied learning environment supported by theories.
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General Student List with Three Focus Students
Gender General SES General Academic Ethnic Describe Student
Level Level Population Needs
13 Boys Unknown 3 below grade level, 3 Hispanic, 6 There are 11 average
Provide a and 10 at grade level. Caucasian, 3 students who don’t require
general African any special needs. There
description in American, 2 are 2 students who are
the boxes to the Asian, 1 of below average students
right. Indian descent that require additional
support. 1 for reading and
comprehension, and 1
ELL.
12 Girls Unknown 1 identified GATE 6 Hispanic, 5 There are 9 average
Provide a student, 2 below Caucasian, 4 students who don’t require
general grade level, 9 at grade African additional support. There
description in level. American are 2 students who are
the boxes to the below average that require
right. additional support for
reading and
comprehension. There is 1
identified GATE student
who requires an extension
of the activities for next
level.
EL Focus Unknown Student is at grade Student is Student is at grade level
Student level. Hispanic. but does require extra
resources for support.
Student has daily
designated time for EL
instruction
Special Needs Unknown Student is below Student is Student has an IEP
Focus Student grade level in African because he is struggling
reading. American. with reading and
comprehension. He has
reading intervention twice
a week. Additional
resources are provided and
additional time for reading
is provided.
Advanced Unknown High- GATE student Student is Student finishes her work
learner Focus Caucasian. quickly. An extension of
Student activities is provided to
further engage her
learning.
6

Cit
izen- A person who lives in the area.
 Golden Rule- A rule that says, “Do to others what you want to be done to you.”
 Respect- Looking up to someone because of their good qualities.
 Helpful- Being cooperative with others.
 Trustworthy- Someone who is honest and can keep your secrets.
 Caring- Showings concern to others.
 Kind- Doing good to bring happiness to others.
 Responsible- When you do things that you are expected to do.
 Sportsmanship- When you show respect to others and have good behavior
whether you win or lose.
 Fair play- Learning the rules of the game and putting them to practice. It is also
about taking turns and being polite.
 Cooperate- To work well with others.
 Character trait- A way that a person or acts
 Community- A group of people living in the same place.
 Freedom- Every citizen’s right to make choices.
 Law- A government rule.
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Literature
 Being a Good  Be Kind  David Goes to

Citizen By Pat Zietlolw School
By Mary Small and Jen Hill By David Shannon
 Come With Me
 The Berenstain By Holly Mcghee  A Bike Like
Bears and the Sergio’s
Golden Rule By Maribeth Boelts
By Stan & Jan
Berenstain
 The Way I Act

By Steve Metzger
 What If Everybody
 Do Unto Otters Did That?
By Laurie Keller By Ellen Javernick
 What Are Rules

and Laws?
By Jennifer
Boothroyd
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Poetry
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A Good Citizen
I am a good citizen
I pick up trash and keep my community clean
I am a good citizen
I am nice and help people
I am not mean
I am a good citizen
I do not say bad words or throw things
I am a good citizen
I respect people around and whomever the world brings.
I am a good citizen
A good citizen I am.
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DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points
1. MATERIALS/PREPLANNING
 Materials –
 I’m a Good Citizen- worksheets
 Crayons
 Pencil
 Paper
 Journal
 Books
 Flashcards
 Projector (To play videos)
 YouTube Videos
 KWL Charts
 Vocabulary -
 Citizen- A person who lives in the area.
 Golden Rule- A principle that states, “Do to others what you
want to be done to you.”
 Respect- Looking up to someone because they have many good
qualities.
 Trustworthy- Someone who is honest and can keep your
secrets.
 Caring- Showing concern to others.
 Sportsmanship- When you show respect to others and have
good behavior, whether you win or lose.
 Fair play-Learning the rules of the game and putting them to
practice. It is also about taking turns and being polite.
 Literature - List supporting literature or reading materials

 “Being a Good Citizen,” by Mary Small and illustrated by Stacey Previn
 “The Berenstain Bears and the Golden Rule,” by Stan & Jan
Berenstain with Mike Berenstain
 “Do Unto Otters,” By Laurie Keller
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2. OBJECTIVE (10 points)
After the lesson on the facts of being a good citizen, students in grade 1 will
identify, list and summarize information on the topic of being a good citizen
by writing 10 facts both orally and in writing with accuracy.
 A=Audience, 1st Grade

 B=Behavior, Students will be able to recognize the traits of
 C=Conditions, Students will be able to understand the
importance of the Golden Rule
 D=Degree of accuracy needed to achieve the objective.
Students need to list ten facts about being a good citizen both
orally and in writing with complete accuracy.
 Bloom’s cognitive taxonomy level is at the Understanding level.
 List the standards met by this objective. Highlight in color the

specific words in the standard that you are addressing.
 Social Studies Standard
 1.1 Students describe the rights and individual responsibilities of
citizenship.
 1.1.2 Understand the elements of fair play and good sportsmanship,
respect for the rights and opinions of others, and respect for he
rules by which we live, including the meaning of the “Golden Rule.”
 CCSS ELA Standard
 W.1.7 Participate in shared research and writing projects.
 SL.1.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
 CCSS ELD Standard
 Part 1 Interacting in Meaningful Ways: A. Collaborative. 1. Exchanging
information and ideas with others through oral collaborative
conversations on a range of social and academic topics.
 College and Career Readiness Anchor Standard CCSS
 CCSS.ELA-literacy.CCRA.SL.5 Make strategic use of digital media and
visual displays of data to express information and enhance
understanding of presentations.
edTPA Central Focus:
Students will focus on the composition of good citizenship. Students will

summarize information by listing ten facts about being a good citizen.
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Essential literacy strategy:
Students will be taught to summarize information about being a good

citizen. They will do this by listing ten facts orally and in writing.
Additionally, they will include the appropriate academic vocabulary
taught.
Related skills for the essential literacy strategy:

 Listening to the information that is presented.
 Readings that pertain to the lesson
 Learning the academic vocabulary words.
 Students will write ten facts using correct writing conventions to
demonstrate their learning about the topic of good citizenship.
Language Function Statement: edTPA -
Student will use their language to summarize their learning orally and in
writing about being a good citizen.
Language Demand:
Academic vocabulary/symbols:
Students will use their vocabulary terms in their sentences to list their ten
facts.
Syntax:
Sentence starters will be provided to the students to facilitate their writing
and to model.
Discourse:
Teacher will model a response using a starter and point out the
grammatical expectations for sentence completion.
3. ASSESSMENT STRATEGY (10 points)

After this lesson, students will be able to list ten facts about what it takes to
show good citizenship. In addition to stating some points, they will also be
able to give examples and identify pictures that show people being good
citizens. The students will be given a worksheet that shows various images
and they need to circle the good one. On the bottom of the worksheet, they
will draw a picture and write a sentence of a different example that shows
someone being a good citizen. This task will formally demonstrate the
knowledge that the students have about, why there are rules, why they need
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to follow the rules, and what makes a person a good citizen. This formal
assessment will be kept in the student’s portfolio and will be assessed by the
following rubric.
Proficient (5 points) Basic (3 points) Below Basic (1 point)
 Students wrote 9-  Students wrote 6-8  Students wrote

10 facts about facts about what it less than five facts
what it means to means to be a about what it
be a good citizen. good citizen. means to be a
 Students illustrated  Students illustrated good citizen.
one fact about one fact about  There are no
being a good being a good illustrations about
citizen. citizen. being a good
citizen.
4. LESSON OPENING/PURPOSE (5 points)

Does anyone know what it means to be a good citizen? (Call on students who
raise their hand to share their answers and discuss).
Continue by stating that, being a good citizen is very important because

everyone has to work together so that our community can thrive. Today in
class, we will be learning about the “Golden Rule,” the purpose of having
rules and the importance of following them. By knowing this, you will be able
to understand what it means to be a good citizen. You will be able to give
examples and identify different traits of showing good sportsmanship.
 Mention the types of students you have in your class. (ELL, IEP,
GATE, etc.)
 ELL – Beginning proficiency level.
 IEP- Reading below grade level.
 GATE- Advanced literacy skills
5. MOTIVATION FOR LEARNING STRATEGY -

There will have an open discussion and the teacher will ask the students
about their opinions on what they think a good citizen is and what they do.
Teacher ask them to give examples. Teacher write down the information that
they are sharing.
Then, the teacher will add or reiterate that a good citizen is a person who
respects others and their property. They are helpful and considerate. They
appreciate the environment and do not do anything to damage it. They work
together with other members of the community.
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After, teacher will put these videos on for them to engage further.
Throughout these videos, teacher will be pausing, explaining, and asking
questions about the scenarios and why a choice was correct. It will be an
interactive video watching.
Good Citizenship & Social Skills for Kids

https://www.youtube.com/watch?v=LKCtzuvBZPc
Family Education Series: Being A Good Citizen
https://www.youtube.com/watch?v=3bwfo9aD5A8
Bad Citizen vs. Good Citizen
https://www.youtube.com/watch?v=UdIkH8I2sdQ
TPE 3.6 Use and adapt resources, standards-aligned instructional

materials, and a range of technology, to facilitate students’
equitable access to the curriculum.
Videos of standard aligned instruction will be utilized to further promote

student understanding of the concept.
Provide Rationale for why you selected this strategy and link to
this particular group of students.
The motivation strategy selected was to do a class discussion so that all

the students can listen to their peers and participate. This allows the
teacher to model and guide instruction to strengthen the student’s
understanding of the lesson.
6. LESSON BODY-
 Standards will be posted in front of the room where students can easily
see them.
 I will draw the student’s attention to the standards as I am explaining
their learning objective.
 Student Objective
 After the lesson on being a good citizen, students will list the ten facts
about what it means to be a good citizen with accuracy (both orally and in
writing).
 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY
It is essential to check for background knowledge so that the

students do not get bored and so the teacher is aware of where
her students are and build on that knowledge.
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TPE 4.1 Locate and apply information about students’ current
academic status, content- and standards related learning needs and
goals, assessment data, language proficiency status, and cultural
background for both short-term and long-term instructional
planning purposes.
In this lesson, TPE 4.1 has been shown by using the KWL chart to learn what
the student already knows about this concept and use this knowledge to plan
instruction.
 I will ask the students to brainstorm what they already know about being
a good citizen. I will place this information in the K (What We Know)
column of the chart.
 I will ask the students what they would like to learn about in regards to
this subject. I will write this in the W (What We Want to Learn) column.
 I will save the chart so that we can go back to it at the end of the unit so
that the students can report on what they have learned to complete the L
column.
 The chart that will be used is the KWL Chart from 50 Literacy Strategies
(Tompkins)
A progress monitoring strategy used is the KWL chart so that the

teacher is aware of what the students already know and what they
want to learn. Then when the lesson has been completed, this
chart will be revisited so that the students can write what they
learned. I can informally assess what the student has learned to
see if the concept has been understood.
KWL Chart
K (What we know) W (What we want to L (What we learned)
learn)
They follow the rules. What do we do when
we are angry?
They do not fight. Why are rules
important?
They are nice to others. What do I do if I forget
to be a good citizen?
They do not say bad Do you get a reward?
words.
They do not steal. What happens to those
who are bad citizens?
They are respectful. How are good citizens
important to the world?
They are helpful. What can I do to help
my community?
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 Go over vocabulary words that will be in the reading. List the key
vocabulary words:

 Golden Rule- A principle that states, “Do to others what you
want to be done to you.”
 Respect- Looking up to someone because they have many good
qualities.
 Trustworthy- Someone who is honest and can keep your
secrets.
 Responsible- This is when you do things that you are expected
to do.
 Sportsmanship- When you show respect to others and have
good behavior, whether you win or lose.
 Fair play-Learning the rules of the game and putting them to
practice. It is also about taking turns and being polite.
 We will watch the short video clips, and I will explain to the students
the differences between making the right decision and a bad decision
and the effects. One of the videos goes over a similar worksheet that
the students will also be given to complete prior to writing the ten
facts.
 We will read the book “Being a Good Citizen,” and a book about the
Golden Rule, “Do unto others.” I will make it a point to share the
pictures with the students and to make this an interactive reading by
asking questions. In between, I will also have the students do think-
pair-share with the person next to them to check for understanding
informally.
 I will be sure that all students understand the facts by listening to
responses, (using group pair-share strategy etc.)
 MODELING SDAIE: Demonstrations

and modeling
The modeling strategy is important so that the teacher can
show students what exactly is expected from them and how
they can do it. This helps students who are visual learners be
able to understand the process.
Teach summarizing strategy:

Before we begin with the writing portion of the assessment, the students will
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be given the opportunity to think-pair-share with the person next to them
about what it means to be a good citizen.
 Students will be called on to share facts about being a good citizen as
a review.
 Students will be given a worksheet.
 They will illustrate at least one of the facts on their worksheet at the
bottom of the page.
 Then the students will write their ten facts on the back of the
worksheet.
 I will walk around the classroom reviewing and assisting students if
they need additional help.
 Once they have their ten facts and I have reviewed them, then they
will copy it onto their journal, then cut and paste their illustration to
the top of their journal.
Example:
1. A good citizen helps people who need it.
2. A good citizen cleans their community.
3. A good citizen is kind.
4. A good citizen is trustworthy.
5. A good citizen shows good sportsmanship.
6. A good citizen cooperates.
7. A good citizen cares about others.
8. A good citizen votes.
9. A good citizen plays well with others.
10. A good citizen uses the Golden Rule.
 TECHNOLOGY
Rationale:
I used YouTube videos to further demonstrate what a good citizen
does and examples of what a bad citizen does. This helps EL
learners gain more understanding because they have a visual
representation of the action instead of just talking about a picture.
With each example given, I can give a thumbs up to show this is
good and a thumbs down to show that it is not good. This can help
the EL learner grasp what is acceptable and what is not.
 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING

EL/SDAIE: Questioning
The strategy for progress monitoring used is the questioning
strategy because this gives students the opportunity to state what
they have learned by answering specific questions related to the
concept.
 Students will be instructed to complete their worksheet by circling

pictures of being a good citizen, and then illustrate an example of their
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own. On the back, they will do their rough draft of the ten facts. Once
they have completed their rough draft, then they will open their journals
and write their ten points and then cut and paste their illustration into
their final draft.
 I will continue to check for understanding of the facts related to good
citizenship by using the questioning strategy during and after the task is
completed.
 GUIDED PRACTICE STRATEGY

 I will check for accuracy while the students are working on their
assignments and provide written and oral feedback.
 I will check each student’s work and edit as necessary before the students
make their final copy.
7. CLOSURE EL/SDAIE:
Questioning for review
 Ask students to share what they wrote for their facts.
 Ask them to show their pictures.
 Go back to the KWL chart and ask the students what they have learned
about being a good citizen.
 Fill in the L section of the chart.
 Call on some of the students to define the vocabulary terms.
Learning facts about Being a Good Citizen.

K (What we W (What we L (What we Q (What new
know) want to learn) learned) questions
emerged?)
They follow the What do we do We count to 10 What happens if
rules. when we are and remember counting to 10
angry? that we need to does not help me
treat others the calm down?
way we want to
be treated (The
Golden Rule).
They do not Why are rules Rules are
fight. important? important to
keep us safe.
They are kind to What do I do if I Take What if the other
others. forget to be a responsibility for person doesn’t
good citizen? your behavior accept my
and apologize for apology?
your actions.
They do not say Do you get a Sometimes you
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bad words. reward? do get a reward,
but we must
remember to be
a good citizen
even if we do not
get a reward
because it is a
good thing.
They do not What happens to There are
steal. those who are consequences for
bad citizens? those who do not
follow the rules.
They are How are good They are What happens if
respectful. citizens important you are a good
important to the because they citizen, but you
world? help those forget to help?
around them and
help keep the
place we live in
good, clean, and
running
smoothly.
They are helpful. What can I do to You cannot
help my destroy property.
community? You can pick up
trash and help
those in need.
 Ask the students if anyone has anything to add about what they have
learned about being a good citizen.
 Remind the students about key elements of the facts they have listed and
what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice
assignment/homework you have assigned based on what you know
about this class.
By providing independent practice, students can become more familiar

with the concept to cement learning. It also helps students work in their
own pace. Additionally, it teaches them time management skills and
responsibility.
 Assign the students to write an additional five facts for their journal. They will
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also be asked to draw more pictures on their journal to represent a good
citizen.
 Tell the students that the work that they do at home is to be done as neatly
as it was done in class today. They need to use good penmanship, correct
spelling and sentences, and correct capitals and punctuation.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your

fieldwork provide detailed description of three students and the
adaptations for each student in the three areas in chart below.
ELL learner:
o For my English language learner student, I will have the vocabulary
terms written in English and Spanish and have a picture for each. As
I am going through the lesson, I will revisit the vocabulary terms
and point to them so that the student is able to make connections.
o I will also incorporate technology by demonstrating videos that
show what a good citizen does and what a bad citizen does. I will
give a thumbs up when each scenario comes up that is good, and I
will give a thumbs down when the actions are not desirable so that
the student can have a visual representation of the lesson.
IEP for a student who is reading below grade level:

 To help this student, I will pair him with a partner in class that can
provide some support. I will constantly be checking for
understanding to ensure that the student is understanding the
material.
 The directions will be written on the wall and I will be modeling each
step for clarity. I will have a few sentences on the board that the
students brainstormed that can be referenced. I will have the books
read available to use as references. Additionally, the vocabulary
words with their definitions and illustrations will be kept on the wall
for students to view.
Student with advanced literacy skills:
 I will provide time for class discussions where this student can use
their critical thinking skills to further promote her learning.
 In addition to the ten facts, I can have them write a few sentences
about how they can help teach others how to be a good citizen.
 I will also provide additional resources for them to view to offer a
deeper understanding of being a good citizen
10. ATTACHED STUDENT WORK:
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11. THEORETICAL OVERVIEW:
This lesson plan uses direct instruction as I am explicitly telling the students
what they need to do and what they need to learn. This was helpful to
properly assess the students’ knowledge and to build a foundation for further
lessons. The instructional strategy, scaffolding, was also used as I added
support to the students so that they can enhance their learning. Students
interacted in meaningful ways by exchanging ideas with others through oral
collaborative conversations. I activated their prior knowledge of what they
thought it meant to be a good citizen and I expanded on it as I opened their
minds and added other ideas and examples. I modeled and prepared the
students for an activity, and I guided them throughout the lesson. Students
were able to describe the individual responsibilities of citizenship by the end
of this activity. This lesson is based on the behaviorist learning theory, which
refers to the way that behavior is learned through conditioning which can
occur through positive or negative interactions with the environment.
Structure of Knowledge
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Cognitive Rationale for using this Lesson Model in
Level relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the
Lesson and provide a rationale for your thinking.
Creating
Evaluating
Analyzing
Appling
I used a Direct Instruction lesson for this standard because it
allowed for a more structured approach that I would be in
Understandin control of. It helped facilitate and encourage more
g communication in the classroom so that the students could feel
more prepared and they could have a correct understanding of
the elements of being a good citizen.
Students were presented with the information in many
different ways for a better understanding. They were shown
Rememberin videos, they were read stories, and they participated in group
g discussions. The students were then asked to recall some of
the information and list ten facts of what it meant to be a good
citizen.
Instructional Preparation Reflection Checklist

Lesson Summary of Instructional Preparation
Adaptation Features for Focus Students
Preparation Scaffolding Grouping Adaptation
o Background o Modeling- I o Whole group- o Advanced- I will

Knowledge- showed the We had a class have them write
Students were students what I discussion a few sentences
24
asked about expected and how about the topic. about how they
their prior they should o Small groups- can teach others
knowledge of complete the Students were to be good
what it meant assignment. periodically citizens.
to be a good o Guided Practice- asked to think o EL- I will have
citizen. We used I had a group pair share with videos and
a KWL chart to discussion on the their partner. flashcards to help
write their subject. Then, I EL students with
answers. walked around the the
o Strategies classroom to check understanding of
Used- for understanding the topic.
Scaffolding was and provide
used during assistance.
class o Independent
discussions. Practice-
Modeling with Students will add
used to show an additional 5
students what sentences as
to do. homework.
o Resources
Selected
o E-resources-
Students
watched a few
videos on being
a good citizen.
Integration of Application Assessment Objective

Processes
o Hands on- o Rubric- There o Linked to
o Reading- Students will be is a rubric for Standard- The
Students will asked to show their ten facts lesson is linked
follow along as I which illustration that will be to the social
read the books demonstrates written in their studies standard
that go along being a good journals. 1.1.2.
with this lesson. citizen and which o Written- o Integrated with
o Writing- one demonstrates Students will be Language Arts-
Students are not being a good assessed on This lesson is
writing their ten citizen. their written integrated with
facts in their o Meaningful- work. the ELD standard
journal. Students will learn o Oral- Students part 1, where
o Speaking- why it is important will have the they interact in
Students will be to be a good opportunity to meaningful ways.
asked to share citizen. share what they o Age
their ideas and o Linked to learned orally. Appropriate-
their facts to objectives- This o Summative- This lesson is
the class and to lesson is linked to Students will be linked to the first
their partner. the standards and assessed what grade standards.
o Listening- to the objective. they learned
Students will o Active Learning- about being a
listen to the Students good citizen by
teacher and to throughout the their actions.
their peers. lesson will be
25
o Viewing- answering
Students will questions and
view videos communicating
about being a their thoughts on
good citizen. the subject.
o Vocabulary-
Students will be
given
vocabulary
words at the
beginning of the
lesson.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from

students and the assignment results etc.
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
26
CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
Being Kind leads to Being a Good Citizen

Concept Attainment Lesson Plan
Lesson Number - 2
1. MATERIALS/PREPLANNING (5 points)
 Flashcards of examples of being a good citizen.
 Flashcards of examples of not being a good citizen.
 Flashcards of mixed examples of being a good citizen.
 Journal
 Pencils
 Index cards
 Good Citizen books for library center.
 Vocabulary –
 Golden Rule- A principle that states, “Do to others what you want to be done
to you.”
 Respect- Looking up to someone because they have many good qualities.
 Responsible- When you do things that you are expected to do..
 Fair play-Learning the rules of the game and putting them to practice. It is
also about taking turns and being polite.
 Literature – List supporting literature or reading materials

 “Be Kind,” by Pat Zietlolw and Jen Hill
 “Come With Me,” Holly Mcghee
27
2. OBJECTIVE (10 points)
After the lesson on the concept of _being a good citizen, students in grade 1st will
be able to state both orally and in writing the correct definition of being a good
citizen.
Central Focus
Students will apply their reasoning skills to define the actions of a good citizen. This
lesson will focus on composition as students engage in a writing activity about the
concept of being a good citizen.
 Hist. Social Science Standard

 1.1 Students describe the rights and individual responsibilities of
citizenship.
 1.1.2 Understand the elements of fair play and good sportsmanship,
respect for the rights and opinions of others, and respect for he rules
by which we live, including the meaning of the “Golden Rule.”
 State Bloom’s Level on the Taxonomy in Bold Type

 Remembering, Understanding, and applying
 CCSS ELA Standard

 W.1.7 Participate in shared research and writing projects.
 SL.1.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.

 CCSS.ELA-literacy.CCRA.SL.5 Make strategic use of digital media and
visual displays of data to express information and enhance
understanding of presentations.

 ELD Standard(s)
 Part 1 Interacting in Meaningful Ways: A. Collaborative. 1. Exchanging
information and ideas with others through oral collaborative
conversations on a range of social and academic topics.

o Emerging-
28
o 1. Exchanging information and ideas contribute to conversation and
express ideas by asking and answering yes-no and wh- questions and
responding using gestures, words, and simple phrases.
o Expanding
discussions by listening attentively, following turn-taking rules, and asking
o Bridging
discussions by listening attentively, following turn taking rules, and asking
o Offering opinions and negotiate with others in conversations using learned
phrases (I think/don’t think, I agree/don’t agree).
Language Function Statement: edTPA

Students will be able to define both orally and in writing what being a good citizen is.
Essential Literacy Strategy

Making connections and visualizing
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary

Students will use their language to compare similarities and differences on the concept of
Syntax:
They will use the below example to determine whether an action is being a good citizen or a
bad citizen. (_____ and _____ are examples of being a good citizen because they both have
____ and ____).
Discourse Tools: (
Students will be given opportunities to think pair share with their table partners and will also
share with the class aloud. They will be given examples, non-examples, and mixed examples
to help the students determine what defines a good citizen.
3. ASSESSMENT
This lesson will be formally assessed by the accuracy of the student’s written definition
in their journal. The definition should include three descriptors and three examples of
the concept of being a good citizen.
In addition, this lesson will also be informally assessed by listening to the students
define the concept of being a good citizen.
29
Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student provided three Students provided two Students provided one

descriptors and three descriptors and/or two descriptor and/or one
examples of the concept of examples of the concept of example of the concept of
being a good citizen. being a good citizen. being a good citizen.
Student defined the Student defined the Student was not able to
concept of being a good concept of being a good define the concept of being
citizen orally with citizen orally with some a good citizen orally with
accuracy. accuracy. some accuracy.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET

 I will begin the lesson by reviewing what a good citizen does and its common
qualities. I will show three examples of being a good citizen and I will show three
examples of not being a good citizen.
o They are helpful.
o They are respectful
o They make someone else feel good.
 I will explain to the students that today, they will think-pair-share with their table
partner about what it means to be kind and how they can be kind.
 I will give them a few minutes to talk about their ideas with their partner and then
I will have them share with the class.
 I will then do an interactive read aloud with the book, “Be Kind,” by Pat Zietlolw.
 I will ask students to remember that being kind are the actions that you do and the things
you can say. I will ask them to think of an example of when they were being kind?
 I will ask the students if I am not kind, can I still be a good citizen? Why or why
not?
 I will ask students to give me some qualities/examples of a good citizen and I will
write them on the board.
o Kind
 Respectful
 To other people
 To the community
 Helpful and considerate
 Other people
 To the community
 Good listener
o Work hard
o Follow the rules
 I will ask students to talk about the definition of a good citizen with their table
group and to think of an example for a good citizen and an example for a bad
citizen. Then they will share out loud.
30
 I will then read the book, Come With me,” and explain that no matter how little
you are, you can always make a difference to help others and the community by
simply showing some kindness.
 Students will then be asked to take out their journals and write a definition of a
good citizen and to give three examples.
TPE 1.3 Connect subject matter to real-life contexts and provide active learning
experiences to engage student interest, support motivation, and allow students to
extend their learning.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about the qualities of a good citizen. It is
important to understand the qualities of a good citizen because then you will know what
you need to do to help yourself and your community become great and stay safe for
everyone.
______________________________________________________________________
 LESSON BODY (35 points)

The concept attainment lesson model is used to get the students to distinguish
between what is and what is not. This allowed the students to use their reasoning
skills to determine whether some actions were considered as being a good citizen
or a bad citizen. Students focused on key vocabulary words that allowed them to
make that determination. Students were given the opportunity to build a solid
foundation of being a good citizen by focusing on the key term, “kind,” and were
able to make connections to other qualities of a good citizen.
Prior to starting the lesson body do the following:

 After our lesson today, you will be able to identify a good citizen and explain why
they are a good citizen.
 Mark SDAIE in bold type where it applies.
 The SDAIE strategy used is Active learning because the students were constantly
asked to show evidence of learning. They were asked to observe, recognize, and to
identify certain actions.
Step One- Definition:
 Today we are going to learn about the concept of being a good citizen.
 According to the dictionary a good citizen is someone who cares about their
community and about the people around them.
Step Two - Examples:
 This is an example of a good citizen. It is a good citizen because they are helping
31
someone who needs help, they are being helpful, they are being kind, and they
are making someone else feel better.
 This is an example of people working together to pick up trash. It shows being a

good citizen because they are being helpful, they are being kind, and they are
making others feel better.
 This is an example of someone helping someone else with their homework. It

shows being a good citizen because he is being helpful, he is being kind, and it is
making someone else feel better.
 This is an example of someone shoveling snow for an older lady who can’t do it.
This shows being a good citizen because she is being helpful, she is being kind,
and it is making someone else feel better.
 This is an example of someone helping someone else get up because they fell.
This shows being a good citizen because she is being helpful, she is being kind,
and it is making someone else feel better.
Step Three - Non-examples:
 This is an example of someone throwing their trash on the floor and not in the
trash can. This is not being a good citizen because it does not have the three
qualities. They are not being helpful, they are not being kind to the environment,
and they are not making someone else feel better.
 This is an example of a child hitting someone else. This is not an example of

being a good citizen because they are not being helpful, they are not being kind,
and they are not making the other person feel better.
 This is an example of a child yelling at someone else. This is not an example of

being a good citizen because he is not being helpful, he is not being kind, and he
is not making her feel better.
 This is an example of a child not wanting to listen. This is not an example of

being a good citizen because he is not being helpful, he is not being kind, and he
is not making the other person feel better.
 This is an example of a child writing on the walls. This is not an example of being
a good citizen because he is not being helpful, he is not being kind to the wall,
and he is not making the owner of the wall feel better because he is destroying
property.
32
Step Four - Mixed Examples:
 There are three girls that are laughing and making each other feel better but they
are being mean to another girl. They are not being helpful or kind, even though
they are making each other feel better by laughing, but not everyone not
everyone is happy. This is an example of not being a good citizen.
 In this picture, the little girl is picking up trash. She is being helpful, but she is
made about it. She is not being kind and she is not making someone else feel
better because of her attitude, even though she is helping. This is an example of
not being a good citizen.
Step Five - Redefine Concept:
 Ok, boys and girls, we have seen some examples of what a good citizen is and
what a bad citizen is. Turn to your table partner and with your own words, tell
them what you think the definition of a good citizen is. Also, please include a few
examples and explain why you chose those examples.
 After the students have had a chance to share with each other, I will ask a few
students to share.
o Student 1: A good citizen is someone who is kind, thoughtful and helps

others around them.
o Student 2: A good citizen is helpful, kind and tries to make other people
feel better.
o Student 3: A good citizen works together with others, is helpful, and thinks
of others.
 Students will then take out their journals to write their definition of a good citizen
with three descriptors. They will also provide three examples and explain why.
 I will then ask the students to repeat the directions to ensure that they are
understanding what I am asking.
Lesson Step Six - Student Examples:
 Students, it is your turn now to show me what you learned about the concept of
being a good citizen. You have to look for more examples of what a good citizen
does and how you can help the community. There are several books in our
library center that have some great examples.
33
Step Seven – Response to Learning the Concept:
ELD Level Emerging Response to learning:
Listening- Listen actively- Demonstrate active listening to read aloud and oral
presentations with substantial prompting and support.
Speaking- Connecting ideas- Combine clauses in a few basic ways to make
connections between and to join ideas (creating compound sentences using and, but,
so) in shared language activities guided by the teacher and sometimes independently.
Reading- Reading/viewing closely- Describe ideas and text elements based on
understanding of grade level texts with substantial support.
Writing- Write very short literary texts using familiar vocabulary collaboratively with an
adult, with peers, and sometimes independent.
ELD Expanding Response to learning:
presentations with occasional prompting and support.
Speaking- Connecting ideas- combine clauses in an increasing variety of ways to make
connections between and to join ideas, for example, to express cause/effect (she
jumped because the dog barked), in shared language activities guided by the teacher
and with increasing independence.
understanding of grade level texts with moderate support.
adult, with peers, and with increasing independence.
ELD Bridging Response to learning:
presentations with minimal prompting and support.
Speaking- Connecting ideas- Combine clauses in a wide variety of ways to make
connections between and to join ideas in shared language activities guided by the
teacher and independently.
understanding of grade level texts with light support.
adult, with peers, and independently.
7.CLOSURE (5 points)
 Gather students at the discussion table or on the rug.

 At the end of the day before the students go home, we will wrap up the lesson by
34
giving the students a chance to review key terms on being a good citizen and
share the new examples they found.
 Ok, boys and girls, lets gather around and do circle time. I want to discuss what
we have learned today. We will go around and each of you will say something
that you learned today. Who would like to begin?
8. INDEPENDENT PRACTICE (5 points)
Students will be asked to observe other people around them, either at

school or at home and write down some examples they see of people being
a good citizen. At the end of the week, we can share we saw in our
communities. This gives the students the opportunity to take what they
learned in the class apply it in the real world as they look for additional
examples.
 Students will be tasked to look for 3 more examples that they observe outside of
class on the concept of being a good citizen. They will be given three index
cards. Every time they observe good citizen behavior, they are to write it down
and, on the back, they are to draw a picture.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)
ELL Learner – Describe specific feedback type to help learn the essential
W/Few Words literacy strategy
For my EL learner student, I will make sure that he has access to

the vocabulary flashcards for him to review. Additionally, I will
also have my example and non-example images on the board
with a big green checkmark to show that those are examples of a
good citizen. Then I will have a big red X next to the examples of
a bad citizen.
This student will be given many opportunities to share with their

table partner so that he/she can practice their oral language
skills.
Student with low For this student, I will ensure that they have many opportunities
reading ability to work with their table partner to help support his learning. I will
say aloud the directions, repeat it and have the students repeat
back to me so that everyone is clear with the expectations. I will
have my example journal as reference if needed for further
clarification.
Student with This student is well advanced with their literacy skills. Multiple
35
advanced opportunities will be given for them to share with their partners
literacy and additional online resources will be provided for her to further
skills/other expand her understanding of the concept.
TPE 1.6 Provide a supportive learning environment for students’ first and/or
second language acquisition by suing research based-instructional approaches,
including focused English Language Development Specially Designed-Academic
Instruction in English (SDAIE).
Text Description of How strategy is Rationale for

strategy helpful selecting & links to
student/standards
50 Literacy
Strategies
1. Interactive Read Teacher introduces It allows students Students benefit
Aloud a book and to be more from interactive read
activates student’s actively engaged a louds because it
prior knowledge during story time allows for them to
through brief and gives them focus on what the
discussions and more information book and illustrations
other activities. As that the book are actually
she is reading, she does not provide demonstrating for a
is asking questions for further deeper
or sharing understanding. understanding.
information.
Social Studies
Strategies
1. Concepts: Students are given Students focus on It made it easier for
Development the name of the making students to group
and concept and then connections to what was an
attainment examine different group certain example and what
examples and non- things for greater was not an example.
examples for better understanding.
understanding.
10. (10 points)

THEORETICAL OVERVIEW:
The concept attainment model is based on the work of Bruner. It is an instructional
strategy that uses an inquiry process. Students are able to recognize certain common
traits and therefore use it to identify other examples. Students are then able to come up
36
with a definition of the concept because they have the knowledge of what is expected.
In this lesson, students were given five examples of being a good citizen. They were
told that three descriptors they had in common were that they were helpful, they were
kind, and that they made others feel good. Knowing this, students were then able to
identify other examples that had the same traits and categorized it as being a good
citizen.
This lesson focuses on being a good citizen. Students will understand some
characteristics of a good citizen and will be able to apply their knowledge in identifying
other examples. Students will benefit from this lesson because they are now familiar
with certain vocabulary and understand the purpose of being a good citizen.
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive
level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Evaluation
Synthesis
Analysis
Students in this lesson will be able to apply what they know about being a
Application good citizen to identify people who are being good citizens in their
community.
Comprehension I used the concept attainment lesson structure. Students were to
understand what actions make a good citizen and why. Students looked at
different examples of a good citizen, different examples of a bad citizen, as
well as some mixed examples. Using the knowledge, they gained from this,
37
they understood the reasoning between each category.
Students gathered more information and were given more examples to
Knowledge
understand what it means to be a good citizen.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the
assignment just as if you were a student in your class. Use the appropriate paper,
print, and line size suitable for the developmental level of the class.

o Background o Modeling- I o Whole group- o Advanced-

Knowledge- gave some Had class Additional
Students were examples, non- discussions as online
asked to think examples, and they shared. resources were
of when they mixed examples o Pairs- students provided.
were being to students so were to talk with o EL- Student
good citizens. that they can their partners had access to
o Resources see the and share their teacher’s
Selected differences and thoughts. journal for
Flashcards, then they were o Works reference. Also
and books. to look for their Independently- was given
own examples. Students were to multiple
o Independent read some books opportunities to
Practice- independently practice
Students were looking for more language skills
asked to examples. with table
observe some partner.
examples within
their
communities and
then write it on
an index card.

Processes
o Hands on- o Rubric-A rubric o Linked to
38
o Writing- Students were will be used to Standard
Students will tasked to assess the o Age
write the observe people student’s Appropriate-
definition of a in their knowledge of Lesson was
good citizen community and being a good linked to the
and give three write about how citizen. age appropriate
examples. they are being a o Written- standard.
o Speaking- good citizen. Students will be
students will o Linked to assessed by
be given many objectives- their written
opportunities Learning is work.
to speak out linked to the o Oral- Students
loud and to standards. will be assessed
speak with o Engaging- throughout the
their partners Students were lesson
during think actively engaged o Formative –
pair share. in the lesson as Students will be
o Listening- they shared their assessed
Students will personal formally through
listen to the experiences and their written
concept of their thoughts. work.
being a good Additionally, they
citizen from the were also
teacher and engaged by the
from their repetition of the
peers. common traits
o Viewing- and by the
Students will interactive read
view examples aloud.
o Vocabulary-
Students were
given key
vocabulary
terms to help
understand the
concept of
being a good
citizen.
39
Notes for next lesson:
o Strengths/Weaknesses of Lesson
o
o Reading skills
40
GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
Being a Good Citizen helps the Community Be a

Better Place
Generalization Lesson Plan
Lesson Number #3
1. MATERIALS
 Journal
 YouTube Video: Kids for character: Citizenship https://www.youtube.com/watch?
v=p63JCN5FRuU&list=PLm6nfpUt8iWmzU9Xnl6kp8mgWJEuA7rNH&index=2
 Book- “What Are Rules and Laws?” By Jennifer Boothroyd
 Vocabulary
 Citizen
 Character Trait
 Community
 Equality
 Respect
 Responsibility
 Kindness
 Helpful
 Cooperate
2. OBJECTIVE
After the lesson on using data to support generalizations, students in grade 1 will apply
this knowledge and develop generalizations concerning the topic of being a good citizen
with accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p.

30-32.)
This lesson will focus on comprehension. Students will be able to make

generalizations about the types of actions a good citizen does to make a
difference in their community.
41
 Hist. Social Science Standard
1.1.2 Understand the elements of fair play and good sportsmanship, respect for the rights
and opinions of others, and respect for the rules by which we live, including the
meaning of the “Golden Rule.”
Blooms Taxonomy level of Apply: Students will apply the facts, rules, and ideas about the
concept to explain what is being shown in the video.
 CCSS ELA Standard – W.7 Participate in shared research and writing projects.
 CCSS ELD Standard – 1. Exchanging information and ideas with others through oral
collaborative conversations on a range of social and academic topics.
CCSS.ELA- Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of
data to express information and enhance understanding of presentations.
Language Function Statement: edTPA
Students will express their findings orally and in written format. Students will use their
academic language by using their learned vocabulary words, functions, discourse, and syntax
to express their thoughts and opinions while they are observing the various ways someone
shows their good citizenship.
Essential Literacy Strategy:

Students will summarize the video clip and will use evidence to show the various ways that
the main character showed good citizenship and how it made a difference.
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary

 Citizen- A person who lives in the area
 Character Trait- A way that a person or a character act.
 Respect- Looking up to someone because they have many good qualities,
 Responsibility- When you do things that you are expected to do.
 Kindness- Doing good to bring happiness to others.
 Cooperate-To work well with others.
 Trustworthy-Someone who is honest and can keep secrets.
 Golden Rule- A principle that states, “Do to others what you want to be done to you.”
 Caring- showing concern for others.
42
 Sportsmanship- When you show respect to others and have good behavior.
 Fair play- Learning the rules of the game and putting them to practice. It is also about
taking turns and being polite.
 Compassionate- Feeling or showing sympathy and concern for others.
3. ASSESSMENT (10 points)

Students will be assessed informally as I listen to them speak. I will make suggestions if
needed or ensure them that they are on track.
Their writing will be assessed formally using the below rubric and their work will be kept
as part of their student portfolio in their journals.
Standard Unsatisfactory Satisfactory/Good Excellent

Students will  Student did  Student writes  Student writes
apply the not provide three five accurate
generalization any generalization generalizations
s learned in generalization s of good of good
class and see s of good citizenship in citizenship in
how they can citizenship in the the classroom.
use in the the classroom.  Student
classroom to classroom.  Student provided more
reflect good  Student did provided an than one
citizenship. not provide illustration to illustration for
illustrations to go along with the
go along with their generalizations
their reflection. .
reflection.  Student had  Student used
 Student had minimal correct
multiple grammar and grammar and
grammar and spelling spelling with
spelling errors. little to no
errors. errors.
4. PURPOSE (5 points)
Boys and girls, the reason why it is important to know what you can do in your
community to be good citizens is so that everyone can feel safe and be in a good
environment so that we can succeed. Who doesn’t want to succeed and see our
community become good? Having these good character traits will help you now and it
will help you in the future. It can help you take care of your family, it can help you get a
good job, it can help you make a difference.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
 Ok, class so you have learned what it takes to be a good citizen by reading
43
books and seeing pictures. But now I want you to think about how being a good
citizen in the community can make a difference and what could go wrong or right
by showing good or bad citizen traits. Can you think of what could happen in the
classroom if we were bad citizens?
 Ok now I am going to show you a video of a community of animals in the jungle. I
want you to pay attention to the main character to see if he shows good or bad
citizen traits and I want you to pay attention to the rest of the community of
animals.
6. LESSON BODY (25 points)
Justify
Students love to watch cartoons. The video used in this lesson is a cartoon
that will engage the students so that they can pay close attention to what is
going on and what effects their actions can have in the community.
Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
Students will view the video, “Kids for Character: Citizenship.” They will reflect on
some of the attitudes and actions that the animals in the community had and how
one person can make a difference.
After viewing the video, teacher will ask the class to share some “Good citizen
traits” they viewed, and the “bad citizen” traits they viewed and what the results
were for each.
Step 2. Pupils compare or contrast data, discuss and note relationships and
general trends. Script the discussion.
Teacher will draw a chart on the board. One column for good citizen traits
Observed and the other for bad citizen traits they observed.
Bad Citizen Good Citizen
 
Teacher will ask the students to reflect on what they just watched.
44
 What type of attitudes did the animals show?
 Was it good or bad?
 What happened to the community because of those attitudes?
 What changed at the end?
 What happened to the community because of the change in attitudes?
 Students, what do we notice about how the community was at the beginning
when the animals did not want to cooperate?
o There was a fire.
o Their home was being destroyed.
o Everyone was not happy.
o Everyone was fighting.
 What happened that made the animals change?
o There was a fire in the community.
 Ok, but before the fire, there was an elephant who was trying to make a
change. What change was he trying to make?
o He wanted everyone in the jungle to work together to make it a better
place.
 Exactly. If the animals did not come together to help put the fire out, what
would have happened?
o The jungle would have been destroyed.
o They wouldn’t have a home to live in.
 Yes, so a group of people living in the same place would lose their home. Ok,
so by knowing this what does a good citizen have to do so that their
community can be a better place?
o Work together.
o Not fight.
o Listen to each other.
o Take care of our community
 Yes, those are all very good examples.
Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.
 Ok class, what have you learned about being a good citizen in the community?
o We need to work together.
o We need to not fight.
o We need to listen to each other.
o We need to follow rules.
o We need to make sure our community is a better place.
45
 Very well students. So, we saw how the animals in the jungle worked together to
keep it safe, so how can we work together in the classroom to keep it safe?
o Help people who need it.
o Pick up trash.
o Keep it clean.
o Share
o Give things we do not need to someone who needs it.
o Follow the rules.
o Be responsible.
o Tell the truth.
o Do not bully
o Be nice to everyone
o Be respectful
o Listen to the teacher.
 Good. What would happen if we did not work together in our classroom?
o There would be a mess.
o Nobody would learn.
o People would get hurt.
o Kids can feel sad.
o They can feel mad and fight.
 Do we want these things bad things to happen in our classroom?
o No
 Me neither. So, what do we have to do to make sure those bad things do not
happen?
o Work together
o Follow the rules
 Awesome! You are right!
7. CLOSURE (5 points)
Ok class, so from the video we saw how everyone in the community had to work
together so that everyone could be safe. That is the same for every community
including our classroom community. We learned that as a class we need to follow rules,
get along with each other, and be active participants in discussions. All these things are
examples of what a good citizen does. Can you think of more examples of things you
can do in your classroom that shows you are a good citizen?
Yes, those are all good ideas. You guys all learned about what good citizenship actions
a person can do to help out their community.
TPE 1.8
1. Monitor student learning and adjust instruction while teaching so that students continue
to be actively engaged in learning.
46
During this lesson, teacher should constantly be observing all students to ensure that
they are learning and if there is confusion, teacher needs to go back to reteach the part
of confusion.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
Students have shown their understanding verbally through group
discussions and partner sharing. Now they will have a chance to write how
they can apply it to their personal life in the classroom and show an
illustration.
For homework, students will write in their journals about what they can do in the
classroom that shows good citizenship. They will provide five examples. They will also
do an illustration to go along with their writing.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the class? Provide
specific strategies that might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample.
Feedback must be written and provided in person within 24 hours of the lesson.
(See edTPA for directions on feedback)
ELL Learner – Describe specific feedback type to help learn the essential
W/Few Words literacy strategy.
I will make sure that the EL learners are paired with another
student that can help them during think pair share. The EL
student will not have a problem with the visual of the video, but
they may not fully understand what is going on. I will make
comments during the video to point out important information and
do think pair share so that the EL student will have an opportunity
to talk with their partner about what is going on in the video.
Student with low I will have the vocabulary words written on the board. I will also
reading ability pass out a list of vocabulary words with definitions and pictures to
help the student with a low reading ability determine what the
word is. I will also model correct sentence structure and how to
begin a sentence.
Student with In this class lesson, the student with advanced literacy skills will
advanced have the opportunity to participate in the class discussions about
literacy how a person can make a difference in the classroom, in school,
47
skills/other and in their homes. Additionally, they will also be asked to write
about these different environments not just in the classroom.
TPE 1.6 Provide a supportive learning environment for students' first and/or
second language acquisition by using research-based instructional
approaches, including focused English Language Development,
Specially Designed Academic Instruction in English (SDAIE), scaffolding
across content areas, and structured English immersion, and
demonstrate an understanding of the difference among students
whose only instructional need is to acquire Standard English
proficiency, students who may have an identified disability affecting
their ability to acquire Standard English proficiency, and students who
may have both a need to acquire Standard English proficiency and an
identified disability
By having differentiation instruction in place, it will allow for all
students to learn the concept. In this lesson, I will provide further
support to my EL learners and students who are struggling with
their literacy skills.
Texts Description of How strategy is Rationale for

strategy helpful selecting & links to
student/standards
50 Literacy
Strategies
1. KWL Chart A chart used to This helps Students were able
activate prior students activate to apply what they
knowledge by writing prior knowledge already know about
what they already and think of being a good citizen
know. Then they will anything they in this chart and were
write what they want might want to learn able to focus in on
to learn and finally about so that they what they wanted to
when the lesson is can focus on the learn about in
completed, they will topic with a goal. different
go back and write Then they can environments.
what they learned. reflect on what
they actually
learned.
2.Data Charts Teacher or student This is helpful for Students created a
use a chart to students to gain a data chart so that
organize information better they can compare
on a topic. understanding on and contrast good
the topic because citizen traits and bad
48
they can visually citizen traits.
see the similarities
and the
differences.
Social Studies
Strategies
1. Concepts: A concept is chosen, This is a good Concept introduced
Development and a resource is strategy because to whole group. They
and Attainment
identified to assist in students move brainstrormed ideas
examining own from memorization and then Students
understanding of the of disconnected were able to share
concept. Begins with facts to a with their partners
a whole group meaningful information about the
instruction, record understanding. video clip and why
info on board, then they came up with
pair students, then the conclusion, and
back to whole group. then we went back to
whole group
instruction so that we
could elaborate.
2. Media Students have an This strategy is Students will
Literacy understanding that helpful because understand the
media literacy is students learn purpose of media
used to portray a decision making and how it can
perspective and they skills by examining portray an idea.
are able to media sources.
collaborate with their
peers to
demonstrate what
perspective is
shown.
Technology You tube video clips This resource is Students view the
Resources to a visual helpful because video clips and draw
representation of students are able their own inferences
how a community to see the concept on what a person can
works with good or visually and gain a do to have a positive
bad citizens. better or negative effect on
understanding of their community.
the effects of good
citizenship.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical

basis for this lesson model and a rationale for why you have selected this content for
49
this lesson model. Link your rationale to the specific lesson objective/standard cognitive
level and corresponding descriptive words (i.e., evaluate, generalize).
(10 points)
This generalization lesson plan is linked to the constructivist and information processing
theories. Information processing theory states that the way the mind works is by first
taking in information, organizing it, and storing it to revisit it again. That is what students
are doing. They are learning about this concept, creating a schema so that they can
come back to it and apply it to a different situation. Students should be able to
understand what they are learning by making meaning of it and applying it to their own
experiences, which is in accordance to the constructivist theory.
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive
level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Evaluation
Synthesis
Students are able to analyze a person’s behavior to determine if it is a
Analysis
good citizen action or a bad citizen action.
Students are able to apply what they have learned about good citizenship
Application
to their personal lives in the school community.
Students are able to understand that with certain actions, it can have a negative
Comprehension
or positive impact in their community.
Knowledge Students are aware of good and bad citizen traits from previous lessons.
11. ATTACHED STUDENT WORK (10 points)
50
Attach the work you have assigned for independent practice. You must do the assignment
just as if you were a student in your class. Use the appropriate paper, print, and line size
suitable for the developmental level of the class.

o Background o Modeling o Whole group- Had o Advanced-

Knowledge- o Guided Practice- the class share their Expanded writing
Students were Brainstormed ideas ideas. selection
asked to think of o Independent Practice- o Pairs- think pair o EL- Paired with
what they already Students were asked to share helper and constant
knew about write in their journals o Works clarification.
citizenship. Independently-
o Links to past Writing journal
learning- KWL assignment
charts to show what
they already know.
o Strategies Used-
o KWL charts
o Data charts
o Modeling
o Interactive writing
o Resources
Selected
o E-resources-
Youtube videos

Processes
o Meaningful- Students o Rubric- Rubric was o Linked to Standard
o Reading- Students thought about how to used to formally o Integrated with
were asked to read apply what they learned asses student’s Language Arts-
what was on the to a different setting. written work. Used ELA and ELD
board. o Linked to objectives- o Oral- Through class standards
o Writing- Students Activities were linked to discussions, students o Age Appropriate-
wrote in their objectives were assessed Content was based
journal. o Engaging- All students informally. on common core first
o Speaking- Students were actively engaged grade standards.
shared their in all activities.
thoughts o Active Learning
o Listening- Students
listened to each
other.
o Viewing- Students
viewed a video clip.
o Vocabulary-
51
Students had a
vocabulary list with
pictures.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning

o
o Reading skills
52
Inquiry Lesson
Mini Lesson Format
Exploring the Ways that We Can Make a Difference
Name: Jessica Martinez Grade Level: 1st
ELA Content Standard: ELD Standard:

W.1.7 Participate in shared research and Part 1. Interacting in meaningful ways: A.
writing projects. Collaborative. 1. Exchanging information and
ideas with others through oral collaborative
Content Standard: conversations on a range of social and
1.1.2 Understand the elements of fair play and academic topics.
good sportsmanship, respect for the rights and
opinions of others, and respect for the rules by
which we live, including the meaning of the
“Golden Rule.”
ELA Language Objective: ELD Language Objective for Grade Level

Students will demonstrate their knowledge of
character traits of a good citizen by writing Students will be able to orally discuss the
about the main character and how they acted different character traits of the main
and how they could have done things characters of the story and assess them.
differently.
ELA Content Objective:

Students will be able to recognize character
traits of a good and bad citizen.
Cog. Taxonomy/DOK Levels

Analyze- Students will draw connections
among ideas by comparing and contrasting.
TPE 3.1
1. Demonstrate knowledge of subject matter, including the adopted California State

Standards and curriculum frameworks.
By stating what the learning objectives are and what standards they cover, I feel that this
represents TPE 3.1.
Learning Focus
Central Focus Statement:
Students will read different books to explore different ways someone can make a difference by
doing good acts citizenship.
53
Supporting Literacy Development through Language – Plan ahead!
Students will compare and contrast characters from different books and will be able to orally
assess their character traits.
Language Function Statement:

Students will express their findings orally and in written format. Students will use their
academic language by using their learned vocabulary words, functions, discourse, and syntax
to express their thoughts and opinions while they are researching the various ways someone
shows their good citizenship.
Language Supports:
A variety of instructional strategies will be used to support academic language. Scaffolding,
modeling, visual representations, and guidance will help students focus on the content and
language.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
 Citizen- A person who lives in the area
 Character Trait- A way that a person or a character act.
 Respect- Looking up to someone because they have many good qualities,
 Responsibility- When you do things that you are expected to do.
 Kindness- Doing good to bring happiness to others.
 Cooperate-To work well with others.
 Trustworthy-Someone who is honest and can keep secrets.
 Golden Rule- A principle that states, “Do to others what you want to be done to you.”
 Caring- showing concern for others.
 Sportsmanship- When you show respect to others and have good behavior.
 Compassionate- Feeling or showing sympathy and concern for others.
Materials Planned Supports: Research Based Learning

There will be constant Strategies:
 “The Way I Act,” by observation as teacher goes K-W-L Chart; Activating
54
around the classroom Prior Knowledge; Scaffolding
Steve Metzger. listening to the students share for ELL students (50 Literacy
 “David goes to their findings. Teacher can Strategies, Tompkins, p. 56-
school,” by David confirm or redirect the 59; SDAIE).
Shannon student if they are not on the  Think-Pair-Share (SDAIE
 Journal right track or need additional – tap prior knowledge)
 Blank lined paper assistance.  Flexible groupings
 Pencils (SDAIE)
UDL Practices:
Modeling will be used to
demonstrate what the targeted
outcome should be.
Teacher will review what the

students already know by
using the KWL chart.
Additionally, they will think-
pair-share with their table
partner so they can learn from
each other.
Pre-Assessment: I will assess Motivation Strategy: Personal/Cultural/Community
prior knowledge by using the I will catch the student’s Assets:
KWL chart and by having a attention by having a class Students will be able to use
class discussion. discussion and activating their their knowledge of what a
prior knowledge. good citizen does and apply it
Additionally, an interactive to the classroom. They will
read aloud will also be used be able to identify certain
to further student behaviors and give examples
engagement. of what they could have done
differently to make it a good
citizen action.
Grouping Strategies: Monitoring Student Learning - Student Voice:
Students will be grouped according to their Teacher will review some vocabulary words
assigned seating group. They will be in and will review key concepts from previous
groups of 6. lessons.
Teacher will have students participate in a

class discussion so that they can comfortably
share their thoughts and opinions on the
subject.
Students will actively participate during the
interactive read a-louds.
Students will work with their table groups so
55
that they can collaborate.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 State objective/provide purpose for learning
Before  Check for background knowledge
Teaching  Motivate for learning
-Setting the
stage. Class, in the previous lessons, you have learned about what makes a good
citizen. You know what actions a good citizen makes and what a bad
citizen makes. Today, you will work with your table groups to read some
stories that I will give you. You will pay close attention to how the main
character acts and you will discuss with your group some of the traits that
the character has. Remember, traits are the way a person or a character act.
For example, Jane is picking up trash. A character trait is that she is being
helpful. Is being helpful an act of good citizenship? Yes, it is.
Ok, so before we start, let’s do a K-W-L Chart about actions that make a
person a good citizen? What do we already know?
o Helping
o Making our community better
o Picking up trash
o Being responsible
o Being fair
o Showing good sportsmanship
o Treating others, the way you want to be treated
What do you want to learn?
 How can I be a good citizen in school?

 What are the responsibilities of a good citizen?
Lesson Explain Strategies/Lesson steps:

Body:  Engage students in active meaning making of key concepts
 Model strategy/skill by using examples or demonstrations
During/activ  Guided practice
e  Independent practice: students use the strategy or skill independently
engagement  Planned supports for whole class. Individuals, special needs
in learning
Good job. Now let’s brainstorm some good or bad character traits with
56
you so you know what to look for. Raise
your hand if you can think of some traits.
o Kind
o Smart
o Funny
o Responsible
o Helpful
o Mean
o Curious
o Lazy
o Troublemaker
Very good class. Now we are going to do an interactive read aloud. Pay
attention to what the character does.
“The Way I Act,” by Steve Metzger.
What are some character traits that the character had?
 She was curious

 She was responsible
 Nice
 Trustworthy
 Brave
 Friendly
 She tried her best
 She was respectful
 Cooperative
 Helpful
 She liked to dance
Think pair share-

Good job. Now turn to your table partner and tell them if you think the
main character showed actions of being a good citizen or a bad citizen
and why you think that.
Ok, who wants to share what they talked about with their partner?
(Student shares).
Good job class. No, you will read “David goes to school,” by David
Shannon silently, then you will share with
your group what character traits David had. Take out a piece of paper
and write it down. Then you will write if
you think David was a good citizen or a bad citizen in school and why
57
you think that.
For example, David is a good/bad citizen because…. If he was a bad
citizen, write what he could have done to be
a good citizen. When you are done writing in your journal, on the top
you will draw a picture of David behaving
and then on the other side a picture of David misbehaving.
Teacher will go around the classroom making sure the students are on
the right track and help students who need
additional help.
Closure/Afte Strategy for restating key points, extend ideas, check for understanding/other
r Teaching Explain:
After students have completed their assignment. Teacher will ask the
students to share their thoughts. Teacher will write down everything the
students are saying on the board. Every group must have a chance to share
their group’s answers.
Thank you, class. Everyone did a good job. You all noticed that David was
not being a good citizen because he was doing things he was not supposed
to be doing and you were also able to tell me what he could have done
differently so that he could be a good citizen in the classroom.
Evidence for Formal and Informal Assessment of Student Learning:

Assessment Strategy #1: Alignment with Objectives:
Observation By observing the students, the teacher will be able to

see if the students are understanding the content and if
Teacher will go around the the objective of identifying the character traits have
classroom listening to the students been met.
work in the group together. She will
make suggestions if needed or Evidence of Student Understanding:
provide guidance. This will
informally assess the student’s If the students are able to communicate effectively on
knowledge. the comparison of character traits from a good citizen
and a bad citizen, then they will have shown that they
have understood the concept.
Student Feedback:
Teacher will be providing immediate feedback to

students. As she is observing, she will also be asking
leading questions to point them in the right direction or
reassure that the student is doing a good job.
58
Assessment Strategy #2: Alignment with Objectives:
Written Assignment Students will produce a written assignment comparing

what good character traits are and what bad character
Teacher will review the student’s traits are. Through this written assignment they will
journal to see if they have demonstrate their understanding of the content.
understood the concept by Evidence of Student Understanding:
accurately stating whether David’s
actions represented a good or bad This written assessment will provide evidence of
citizen and provided support for student understanding if they are able to effectively
their claim. demonstrate they understand what character traits were
shown in the main character of the story, if it shows that
they are a good or bad citizen, and if they can explain
what would make them the opposite of what they were.
Student Feedback:
The students will be asked to share with their table
partners and then they will share as a class. I will
provide oral feedback to the students immediately after
their sharing.
Using Assessment to Inform Instruction:
For the whole class

As a class, we will go around so that the students can share what their findings were. This will
allow for students to compare their notes with their classmates. We will have a discussion on
the character traits mentioned.
For the two focus students and other individuals/groups with specific needs.
1. Illustrations can be used to portray a character trait.
2. Guided questions can be used to help students use their thinking skills.
Explain how your UDL practices worked to support targeted or all students.
In this lesson, there were multiple means of engagement to motivate learners. The expectations
were clear, and students were given the opportunity to use their listening, speaking, reading,
and writing skills.
Explain any changes needed for future lessons.

A change I will have in my future lesson will be to add another story that the students can read
independently. This can help the students have more to compare.
TPE 4.1
Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation
in learning.
59
Students and teacher communicated with different types of language arts, which included
listening, speaking, reading, and writing.
60
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and
Spelling
Multi-Tiered System of Supports (MTSS) LESSON PLAN
Name: Jessica Martinez Grade Level: 1st Grade
ELA Content Standard in all four language arts areas ELD Standards:
above: Academic vocabulary:
Interpretive
Content Standards: 8. Analyzing how writers and
 Hist. Social Science Standard speakers use vocabulary and
1.1.3 Understand the elements of fair play and good other language resources for
specific purposes (to ex-
sportsmanship, respect for the rights and
plain, persuade, entertain,
opinions of others, and respect for the rules by
etc.) depending on modality,
which we live, including the meaning of the text type, purpose, audience,
“Golden Rule.” topic, and content area
Academic vocabulary: Productive

L.1.4 Determine or clarify the meaning of unknown and 9. Expressing information and
multiple-meaning words and phrases based on grade 1 ideas in formal oral
reading and content, choosing flexibly from an array of presentations on academic
strategies. topics
Handwriting: Handwriting:
W.1.5 With guidance and support from adults, Productive
focus on a topic, respond to questions and
suggestions from peers, and add details to 12. Selecting and applying
strengthen writing as needed. varied and precise
vocabulary and language
Grammar: structures to effectively
L.1.1Demonstrate command of the conventions of standard convey ideas
English grammar and usage when writing or speaking.
Grammar:
Spelling: Expanding and Enriching Ideas
L.1.2.D Use conventional spelling for words with common 3. Using verbs and verb
spelling patterns and for frequently occurring irregular words. phrases
4. Using nouns and noun
phrases
ELA Language Objective: ELD Language Objective for Grade

Students in grade 1 will use their knowledge of being a Level
good citizen to orally discuss the topic with their
classmates. Academic vocabulary:
Students in grade 1 will demonstrate
61
ELA Content Objective: vocabulary word knowledge and
Students in grade 1 will use the resources provided to incorporate them in their writing.
demonstrate their knowledge of being a good citizen.
Handwriting:
Cog. Taxonomy Students in grade 1 will produce
Remembering- Students will be asked to remember what legible handwritten work.
they learned in previous lessons. Grammar:
Students in grade 1 will use produce
Understanding- Students will need to understand the writing with correct conventions of
concept previously taught so that they can discuss with the standard English grammar and
their peers. usage.
Applying- Students will be asked to apply their knowledge

of the previous lessons to come up with possible
solutions for a scenario.
DOK Levels
Level 1- Recall information from previous lessons
Level 2- Skills and concepts to produce correct grammar,
spelling, and legible handwriting.
TPE 3.1 Demonstrate knowledge of subject matter, including the adopted California State
Standards and curriculum frameworks.
Learning Focus
Central Focus Statement:
Students will use their knowledge of being a good citizen and apply to a real-life scenario that
will be given.
Supporting Literacy Development through Language – Plan ahead!

Students will write an explanation of what a good citizen would do in a given situation to
demonstrate their comprehension.
Language Function Statement:

Students will use their knowledge of vocabulary terms to participate in class and group
discussions to show their understanding.
Language Supports:
 Students will have access to books related to the topic and they will also be able to
reference the vocabulary words posted on the board with their definitions.
62
TPE 3.3 Plan, design, implement, and monitor instruction consistent with current subject-
specific pedagogy in the content area(s) of instruction and design and implement disciplinary
and cross-disciplinary learning sequences, including integrating the visual and performing arts
as applicable to the discipline.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
 Golden Rule- A rule that says, “Do to others what you want to be done to you.”
 Respect- Looking up to someone because of their good qualities.
 Caring- Showings concern to others.
 Sportsmanship- When you show respect to others and have good behavior whether you
win or lose.
Materials Planned Supports: Research Based Learning

 Digital app with a scenario  Interactive Read Strategies:
written and orally stated. Aloud- This support  Media Literacy-
 Journals (for students to will help students Students are becoming
write their outcome and understand the moral of more familiar in using
illustrate it. the story because they media. They are
 Vocabulary word list are being guided obtaining necessary
 Book, “A Bike Like through it and they skills to evaluate media
Sergio,” for Interactive learn how to make for different purposes.
Read aloud. inferences and how to (50 Social Studies
 Various books about being think outside of the Strategies pg. 23).
a good citizen. box.  Inquiry learning-
 Compare & Contrast- Students are directing
 Example of assignment
This support will help their own learning with
 Pencils
students refresh their the teacher’s guidance.
 Crayons
memory by providing a They are able to
 Chromebooks visualization of what identify the problem of
 Ball each category has. the dilemma and
determine how or why
the problem exists. (50
Social Studies
Strategies Pg. 33).
 Word Walls- Teacher
63
displays high frequency
words on the wall for
students to reference
when reading and
writing. Most words
are in relation to the
theme of the unit so
that students can
become more familiar
with the vocabulary
words. (50 Literacy
Strategies 155).
Pre-Assessment: Motivation Strategy: Personal/Cultural/Community
Before the lesson, the students The students will participate in Assets:
will complete a compare and a class discussion about being Students for independent
contrast chart as a class, where a good citizen. The teacher will practice can ask their parents
they will list traits of good and pass a ball around the class, what they expect a good
bad citizens. and whoever is holding it can citizen in their home to do.
give an example or trait of a They will write three examples
Misconceptions: good citizen. in their journal.
 A misconception that
will be addressed is that
just because something
feels right to you, it
doesn’t mean that it is
right. You have to think
about others as well.
Learning Learning Strategies and Activities

Stages
64
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
 Teacher will remind students of what they have been learning about
Before Good Citizenship.
Teaching  Teacher will ask students to stand up. She will explain that she will
-Setting the toss a ball around to students and whoever has the ball will need to
stage. share an example of what a good citizen does or say a character trait of
a good citizen. This introduction will help students activate their prior
knowledge.
 Teacher will write what students say on the board for future reference.
 Teacher may also guide students so that they can mention other
examples that pertain to good classroom behavior and making good
choices.
Lesson Body:  Throughout the book, teacher will ask questions and ask the students to
predict what is going to happen next and what they think of the situation.
During/active Students will also be allowed to ask questions of their own if they need
engagement further clarification.
in learning  After the reading, teacher will have a class discussion about what
happened in the book and how sometimes doing the right thing may be
hard.
 Teacher will then ask the students to return to their group tables and open
up their chrome books.
 In their chrome books, they can go on their seesaw application and each
group will select the color of their table. Each color section will have a
different scenario and their job is to write in their journals about “What
Could Happen Next.” Students may discuss the options and reasons with
their group members.
 They need to write, “A good citizen will…,” and “A bad citizen will…,”
and why. Additionally, they need to explain why it is important to do the
right thing in that situation. Examples include:
o You find money on the playground. What could happen next?
o Everybody is in a hurry. A student near you trips and falls down.
What could happen next.
o Your teacher asks the class to be quiet after somebody said
something really funny. What could happen next.
o You borrowed a pencil from the teacher’s desk and accidently lost
it. What could happen next.
o You think someone is being a bully because they are making fun
of a student on the playground. What could happen next.
TPE 1.3 Connect subject matter to real-life contexts and provide active
65
learning experiences to engage student interest, support student motivation
and allow students to extend their knowledge.
Academic vocabulary: Use chart to determine your vocabulary strategies.

Strategies also in Ppt. presented in class and texts.
For this lesson, students will be using tier 1 and tier 2 words, which are
words that are common in most everyday language and words that pertain
to the comprehension of the lesson. These vocabulary words will be placed
on the wall for students to refer to when needed. When completing their
assignment, students will be expected to include these words to show their
understanding of the words of the lesson.
Handwriting:
Students will be instructed to use the D’Nealian handwriting style for writing
their sentences. This will allow students to take their time to write nice
legible writing. The purpose of this writing strategy is so that students have
more direction and sequence in their writing.
Grammar
66
A common error for ELD students is using irregular verb forms. It is hard for
some students to differentiate regular verbs from irregular words because it
is learned through hearing it put in context. Students need to practice writing
these words or using them in sentences so that they remember what verbs
you add “-ed” at the end for past tense or and what words have changes
made in the letters of the word.
Students will have a list of frequent irregular verbs with their past tense and
past participle form laminated in their writing folder for their reference.
Additionally, all table groups will be arranged with students in different
learning levels so that the students in the higher learning levels can help
those in the lower levels. This will be helpful for students so that they may
include the proper form in their writing assignment.
Spelling
The use of phonics is important for first grade students so that they can spell.
They rely on hearing the sounds of each word to determine what letters go in
a word. There are exceptions to the spellings of some words, which is why
students are given a list of sight words to learn and memorize. This also helps
67
them become more fluent readers because the image of the word becomes
engraved in their mind and they are able to read it quicker when they come
across it instead of sounding it out to read it. Students will have a list of sight
words in their writing folder for them to reference. Additionally, there will
also be a word wall where students are able to refer to for the spelling of
commonly used words.
Closure/After Strategy for restating key points, extend ideas, check for
Teaching understanding/other
Explain:
 Each group member will review each other’s work to check for
spelling and grammar errors.
 Teacher will have students share their responses to the given scenarios
with the rest of the class.
 Worksheet with writing will be displayed on the projector and each
student will read one of their sentences.
 The class will review the grammar and spelling and provide feedback.
 Once, every group has shared, the teacher will restate why it is
important to do the right thing even if it is hard for you to do.
 Teacher will check for understanding by asking the students to repeat
the key points of the lesson.
TPE 1.4, Use a variety of developmentally and ability-appropriate instructional strategies,

resources, and assistive technology, including principles of Universal Design of Learning (UDL)
and Multi-Tiered System of supports (MTSS) to support access to the curriculum for a wide
range of learners with the general education classroom.
Monitoring Student Learning - Review and Monitoring Student Learning -

Assessment: Student Voice:
The students’ voices are being
Informal: I will be observing the students as they heard and acknowledged
engage in the activity. I will be walking around the throughout this lesson. They are
classroom listening to the groups talk and reading what working together in their groups to
they are writing. discuss what a good citizen would
do in the scenario provided and
Formal: The assignment will also be assessed with a why, and also what a bad citizen
rubric that will focus on their grammar, their would do and why. They are also
knowledge, and their illustration. reviewing each other’s work
checking for spelling, grammar,
Feedback: Students will be called up with their groups and punctuation. Additionally, they
to present their work. Immediate feedback will be are also providing feedback to their
provided by classmates and by teacher. peers who are presenting.
68
Student Feedback:
A scored rubric will be given to the student so they can
see their accomplishments and/or if they need to
improve in a certain area of their grammar, spelling, or
handwriting.
0 (Below Basic) 1 (Basic) 2 (Proficient)

Illustration  No illustration  Student included  Student included
was included. an illustration of an illustration of
their scenario. their scenario
and accurately
demonstrated
their knowledge
of good
citizenship.
69
Fact Sentences  Student wrote 0-  Student wrote 2-  Students wrote 4-
1 sentences. 3 sentences. 5 sentences.
 The sentence  The sentence  The sentence

contained many contained a few contained no
grammatical grammatical grammatical
errors. errors. errors.
 The sentence  The sentences  The sentences

contained many contained a few contained no
spelling errors. spelling errors. spelling errors.
.
 Student did not  Student used a  Student used all
use the concept few vocabulary vocabulary words
vocabulary in words in their in their writing.
their writing. writing.
 The student
 The student  The student handwriting was
handwriting was handwriting was completely
illegible. mostly legible. legible.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
I was able to link the student’s prior academic knowledge in regards to good citizenship and
linked it to possible situations in the school and home community. Students were able to
analyze the situation and write about how they should act in those situations.
Grouping Strategies:
Students will remain with their assigned table groups. Those groups were predetermined
based on their learning abilities so that they can help each other grow.
Planned Supports:
 Modeling will help students know what is expected of them and how the assignment
should be completed.
 Interactive Read A-louds help guide students to comprehend the text in a deeper way
by asking questions and checking for understanding.
70
Listening and Talking Lesson Plan
Preliminary Information
Teacher Name: Jessica Martinez Date: April 24, 2020
Grade: 1st Learning Segment:
Number of Students: 25 Listening and Talking Lesson Plan #6
Where in the learning segment does this lesson Strategies you are practicing in this lesson: (i.e.,
occur? (Example: Day 2 of 5) Turn & Talk, Think-Pair-Share)
1 of 2
Small group work
Modeling
1. Instructional Focus
Standards:
Content standards:
1.2 Students understand the elements of fair play and good sportsmanship, respect for the
rights and opinions of others, and respect for rules by which we live, including the meaning of
the “Golden Rule.”
ELA and ELD standards:
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media
SL.1.1A Follow agreed-upon rules for discussion (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
Part 1: Interacting in Meaningful ways

A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on
a range of social and academic topics.
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Central Focus:
Students will learn conflict resolution skills to help make the right decision for themselves and
their classmates.
71
Personal/Cultural/Community Assets
Students will reflect on conflicts they have seen in school and as a class they will discuss
possible solutions. This will allow for the student to go beyond just caring about their school
community, but also about the people in the community by helping to resolve conflict.
Student Learning Objective(s):

Students will be able to…
Content objectives:
Students will use their listening and talking skills to resolve a conflict in a classroom setting to
demonstrate good citizenship.
Language objectives:
Students will be able to effectively communicate with the class what an appropriate solution to
a conflict in a classroom setting would be.
Academic Language Demand:

Language Demand Language Support
Students will describe the situation and explain
Language Functions: why they believe the provided solution is the
Describe best for conflict resolution. They will incorporate
Discuss the use of academic language and their
vocabulary words.
Students will be provided vocabulary words that
Vocabulary: pertain to the lesson. These vocabulary words
will be posted on the wall with a picture for
Respectful- When you look up to someone for students to reference.
their good qualities.
Responsibility- When you do things that you are
expected to do.
Cooperate-To work well with others.
Citizen-A person who lives in the area
Golden Rule- A principle that states, “Do to
others what you want to be done to you.”
Sportsmanship-When you show respect to
others and have god behavior.
Fair Play- Learning the rules of the game and
putting them to practice. It is also about taking
turns and being polite.
Compassionate- Feeling or showing sympathy
and concern for others.
72
Discourse:
Students will have the opportunity to engage in a
discussion after the presentation to ask questions,
to offer alternatives, or ask for further
clarification.
Syntax:
Teacher will provide examples to model for the
students. There will be a poster demonstrating
proper sentence starters for a discussion or to
provide feedback.
2. Evidence and Assessment of Student Learning

Assessment of Student Learning:
I will be conducting formal and informal assessments. During class discussions and group work, I will be
observing the students.
Dimension (what you Below Expectations At Expectations Above Expectations

are measuring?)
Their ability to Does not participate in Participates in the Effectively
effectively present the presentation presentation and communicates the
their conflict and communicates the conflict and resolution
resolution. conflict and resolution. and incorporates a
variety of academic
language.
Accommodations:
I will provide additional time and resources as needed for students with special needs. Modification of the
lesson can include extended practice of vocabulary words, and additional videos of examples.
Student Feedback:
During their group work, I will be walking around observing student discussions and work. I will ask
questions and provide feedback to each group to ensure that they are understanding what is expected.
After the presentation, I will provide students with a copy of the rubric and their grade. This will help
students to see where they are, what they did well in, and what they need to work on.
3. Instructional Plan
Introduction:
73
Before the lesson, I will ask two students if they can perform a little a script. I will tell them what it is
about and then give them the script to read.
 Ok, class today we are going to learn how to identify a problem and we are going to think of ways that
a good citizen would do to come up with a solution. Being a good citizen is also about helping those
in need, so if we see someone in our community having a problem, we can try to help them come up
with a way to solve the problem.
 Two of our classmates have volunteered to perform a scenario for you. Pay close attention to what the
problem is, how both children are feeling, and what could go wrong. This performance does not have
a resolution yet. As a class, we are going to think of ways to peacefully resolve this conflict.
Class will observe and listen to their two classmates perform the script about two children fighting over a
toy.
Instruction:
Instructional Model:
Teacher will start the class discussion by asking the students…

1. What happened? What is the problem?
2. How do the two students feel? How would you feel if that was you?
3. What could go wrong?
After students have shared their thoughts, the teacher will bring out a class poster about Steps for
Resolving Conflict to talk about it with the class.
 Ok, class so to help solve a conflict, you must first…
o Stop- to figure out what is happening and think about how you feel and put yourself in the
other person’s shoe.
o Ask what each of you can do to make it better. Try to think of solutions to share with the
other person but remember that it should be a solution that benefits everyone in the
conflict.
o Next, try out your solution.
 Can you guys repeat to me the three steps to conflict resolution?
 Remember the Golden Rule, “Do to others what you want to be done to you.” So, if you want to
be treated nicely and fairly, you have to treat others that way.
 Good job now get out your chrome books and go to Kahoots.com. I will read you a few short
scenarios of students in a conflict. You will have 4 multiple choice answers. You need to pick the
one that is the best solution for everyone involved. It has to be fair for everyone. Ready?
 You guys did a great job. Can you repeat to me what the three steps for conflict resolution are?
 Yes, good! Now, do you remember what the problem was with the two students that our
classmates acted out?
 Yes, they were fighting over the same toy. Now, knowing what you know about conflict
resolution, let’s think of ways that both of the students in the conflict can benefit from. I am going
to go around the classroom asking everyone what they think a possible solution can be. It is ok if
some of you have the same idea.
Teacher will write down on the board the possible solutions that the students provided.
 Ok, good you guys have some really good ideas.
74
 Now, I want you guys to work with your table group. Together you will choose a problem that
some children can come across at school. With your table group, you will choose the best possible
solution and then, you will present it to the class. You can draw a poster and talk about it, or you
can act it out to show the class how they can be a good citizen at school when there is a problem.
Each of you have will have to take turns speaking to either narrate the story or act out the script.
Here is a list of possible problem ideas or if you have another idea, let me know.
 You have to get in line and you, and another student want to be first.
 You are playing four square and you are not sure if the ball bounced in or out.
 Who gets to play with a toy first.
 You are playing with a toy and another student takes it away from you.
 You are on the swing and another student is mad because you are taking too long
and they want to get on.
Differentiation/Extension:
Learning Need Supports:
I will be conducting an informal assessment to make sure that these students are understanding the lesson
and the assignment. I plan to provide additional guided support as needed. Additionally, I will have these
students paired with students who are doing well in the class so that they can have further guidance from
their peers.
Language Need Supports:

I will have my EL Students paired up with peers who can help guide them. There will also be a word wall
with vocabulary words that have pictures for them to reference.
Gifted/Advanced Need Supports:
For the advanced learners and the gifted students, they will have the opportunity to write a reflection
about a past experience that they had and how they felt in that situation and how the other person would
have felt. They would also have to include how they resolved the conflict and decide if it was a good
choice and if not, then what would have been a good choice.
What Ifs:
If I could not get two students to act out in the opening of the lesson, I would play a video of a playground
scenario. If the internet was down, I would just read the play and try to use different voices to show
different people. For the Kahoots quiz, I would just write the questions on the board and have the students
use their personal white boards to write the letter choice for their answer.
Technology, Resources and Materials:
75
 Chrome books- Used to access kahoots application
 Play script- Used for students to perform.
 Journals- Used for students to write their experience with conflict.
 Kahoots Application- Used as an interactive way for students to take a quiz.
TPE’s: Add two TPEs and an explanation of how you partially met each of them in you lesson.
TPE #1:
TPE 1.3 Connect subject matter to real-life contexts and provide active learning experiences to
engage student interest, support student motivation, and allow students to extend their learning.
Students were using real life conflicts that they have experienced in the classroom setting and coming up
with possible solutions that are appropriate and that demonstrate good citizenship.
TPE #2:
2.1 Promote students’ social emotional growth, development, and individual responsibility using
positive interventions and supports, restorative justice, and conflict resolution practices to foster a
caring community where each student is treated fairly and respectfully by adults and peers.
In this lesson, students were actively engaged in using positive interventions for conflict resolution.
Students were asked to put themselves in the other person’s shoes to think about what they may be feeling
and then try to come up with a possible solution for the situation.
76
Writing Lesson Plan
Preliminary Information
Teacher Name: Jessica Martinez Date: April 24, 2020
Grade: 1st Learning Segment:
Number of Students: 25 Writing Lesson Plan #7
Where in the learning segment does this lesson Strategies you are practicing in this lesson: (i.e.,
occur? (Example: Day 2 of 5) Turn & Talk, Think-Pair-Share)
1 of 2
Small group work
Modeling
2. Instructional Focus
Standards:
Content standards:
History State Standard
1.2 Students understand the elements of fair play and good sportsmanship, respect for the
rights and opinions of others, and respect for rules by which we live, including the meaning of
the “Golden Rule.”
ELA and ELD standards:
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media
SL.1.1A Follow agreed-upon rules for discussion (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
Part 1: Interacting in Meaningful ways

A. Collaborative
2. Exchanging information and ideas with others through oral collaborative conversations on
a range of social and academic topics.
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Central Focus:
Students will learn conflict resolution skills to help make the right decision for themselves and
their classmates.
77
Personal/Cultural/Community Assets
Students will reflect on conflicts they have seen in school and as a class they will discuss
possible solutions. This will allow for the student to go beyond just caring about their school
community, but also about the people in the community by helping to resolve conflict.
Student Learning Objective(s):

Students will be able to…
Content objectives:
Students will use their listening and talking skills to resolve a conflict in a classroom setting to
demonstrate good citizenship.
Language objectives:
Students will be able to effectively communicate with the class what an appropriate solution to
a conflict in a classroom setting would be.
Academic Language Demand:

Language Demand Language Support
Students will describe the situation and explain
Language Functions: why they believe the provided solution is the
Describe best for conflict resolution. They will incorporate
Discuss the use of academic language and their
vocabulary words.
Students will be provided vocabulary words that
Vocabulary: pertain to the lesson. These vocabulary words
will be posted on the wall with a picture for
Respectful- When you look up to someone for students to reference.
their good qualities.
Responsibility- When you do things that you are
expected to do.
Cooperate-To work well with others.
Citizen-A person who lives in the area
Golden Rule- A principle that states, “Do to
others what you want to be done to you.”
Sportsmanship-When you show respect to
others and have god behavior.
Fair Play- Learning the rules of the game and
putting them to practice. It is also about taking
turns and being polite.
Compassionate- Feeling or showing sympathy
and concern for others.
78
Discourse:
Students will have the opportunity to engage in a
discussion after the presentation to ask questions,
to offer alternatives, or ask for further
clarification.
Syntax:
Teacher will provide examples to model for the
students. There will be a poster demonstrating
proper sentence starters for a discussion or to
provide feedback.
2. Evidence and Assessment of Student Learning

Assessment of Student Learning:
I will be conducting formal and informal assessments. During class discussions and group work, I will be
observing the students.
Dimension (what you Below Expectations At Expectations Above Expectations

are measuring?)
Their ability to Does not participate in Participates in the Effectively
effectively present the presentation presentation and communicates the
their conflict and communicates the conflict and resolution
resolution. conflict and resolution. and incorporates a
variety of academic
language.
Accommodations:
I will provide additional time and resources as needed for students with special needs. Modification of the
lesson can include extended practice of vocabulary words, and additional videos of examples.
Student Feedback:
During their group work, I will be walking around observing student discussions and work. I will ask
questions and provide feedback to each group to ensure that they are understanding what is expected.
After the presentation, I will provide students with a copy of the rubric and their grade. This will help
students to see where they are, what they did well in, and what they need to work on.
3. Instructional Plan
79
Introduction:
Instruction:
Instructional Model:
Differentiation/Extension:
Learning Need Supports:
I will be conducting an informal assessment to make sure that these students are understanding the lesson
and the assignment. I plan to provide additional guided support as needed. Additionally, I will have these
students paired with students who are doing well in the class so that they can have further guidance from
their peers.
Language Need Supports:

I will have my EL Students paired up with peers who can help guide them. There will also be a word wall
with vocabulary words that have pictures for them to reference.
Gifted/Advanced Need Supports:

For the advanced learners and the gifted students, they will have the opportunity to write a reflection
about a past experience that they had and how they felt in that situation and how the other person would
have felt. They would also have to include how they resolved the conflict and decide if it was a good
choice and if not, then what would have been a good choice.
What Ifs:
Technology, Resources and Materials:
80

TPE’s: Add two TPEs and an explanation of how you partially met each of them in you lesson.
TPE #1:
TPE #2:
81
Student Work Samples
82
Professional Reflection
Provide a thorough answer for each question.
1. 1. Community Maps – 50 SS Strategies p. 71
Select one Social  This strategy can extend social studies knowledge by students
Studies Strategy learning more about the communities and creating a map which
from your text will enforce their knowledge of map skills. This aligns with the
and explain how standards used in this unit about maps. Students can create a map
it can be used of their neighborhood, their city, or even their school. As the
to: students extend their map they begin to learn about how land is
used in their community as well.
 Extend social  Literacy learning is extended as students discuss with students,
studies teacher, parents, family members, community members as they
knowledge, create their maps. They are building their oral language, listening
and talk skills by being a part of these conversations.
 Extend  In this strategy they suggest the students learn how to make maps
literacy by using programs on the internet such as eHow, Google Map
learning Maker, ZeeMpas, and National Atlas (p.72). Students can look
outside of their own community they can use Google Maps to
 Engage examine other areas in California. In the inquiry lesson plan
students at a students examine other areas in California which include urban,
deeper level suburban, and rural areas. Students can use Google Maps to
of learning explore these areas and start to create maps based on the areas
they are inquiring about.
2. 2. Interactive Read-Aloud 50 Literacy Strategies p. 50

Select one  Teachers can choose books (non-fiction and fiction) that align with
Literacy Strategy social studies themes such as maps, families, land usage, or
from your text famous American Hero. Students can extend their social studies
and explain how knowledge through this interactive read-aloud as teachers
it can be used incorporate and teach new vocabulary and teach comprehension
to: skills on the knowledge they are learning.
 Literacy learning is extended when teachers demonstrate fluent
 Extend social reading, comprehension strategies, and provide the students an
studies opportunity to respond to what they read. Teachers can
knowledge, incorporate the use of graphic organizers if they are gathering
information from the book to use for a writing, or for listing facts.
 Extend  Students can be engaged in a deeper level of learning through an
literacy interactive read-aloud through the questions that the teachers ask
learning the students. As the students are engaged in the reading and the
content they are learning teacher can take this opportunity to get
 Engage students to participate in higher level thinking. The teacher can
students at a use Depth of Knowledge (DOK) questions to engage students at a
deeper level deeper level of learning.
83
of learning.
3. 1. K-W-L Chart – 50 Literacy Strategies p. 57-59
Feedback: Select  Students work together with the teacher to identify what they
2 strategies for know, what they want to know, and then at the end of the lesson
providing or unit, what they learned. Teachers can give immediate feedback
immediate on the students’ learning because they are discussing what they
feedback on have learned. The teacher is helping guide and organize the
learning from information which helps give feedback to the students. This
any of your strategy is research based and found in the book, 50 Literacy
texts. Provide Strategies by Gail E. Tompkins.
evidence that it 2. Interactive Writing – 50 Literacy Strategies p. 53-55
is research  In this strategy students work with the teacher either whole class
based. or in a small group to do an interactive writing. This provides
immediate feedback to the student because the teacher is working
with the student(s) and can offer feedback on their writing, their
handwriting, space between words, capital letters and
punctuation, etc. If any changes need to be made or instruction
needs to take place it can happen right there during the interactive
writing. This strategy is research based and found in the book, 50
Literacy Strategies by Gail E. Tompkins.
84

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Being a Good Citizen

Objectives and Standards..............................................................................3

Student List with Three Focus Students........................................................8

Direct Instruction Lesson Plan.....................................................................17

Concept Attainment Lesson Plan.................................................................31

Generalization Lesson Plan..........................................................................45

Inquiry Lesson Plan......................................................................................58

Vocabulary Lesson Plan...............................................................................67

Listening/Speaking Lesson Plan..................................................................79

Writing Lesson Plan.....................................................................................88

Student Work Samples.................................................................................96

Direct Instruction Lesson:

Social Studies Standard

CCSS ELA Standard

CCSS. ELA- Literacy

CCSS ELD Standard

Learning Objective 3.1: Content Knowledge/Instructional Planning: Candidates will create

emphasis on developing a deep understanding of content knowledge.

rationale behind teaching strategies and to prepare me for my educational career.

 Being a Good  Be Kind  David Goes to

 The Way I Act

 What Are Rules

 Literature - List supporting literature or reading materials

 A=Audience, 1st Grade

 Bloom’s cognitive taxonomy level is at the Understanding level.

 List the standards met by this objective. Highlight in color the

edTPA Central Focus:

Students will focus on the composition of good citizenship. Students will

Students will be taught to summarize information about being a good

Related skills for the essential literacy strategy:

Language Function Statement: edTPA -

3. ASSESSMENT STRATEGY (10 points)

Proficient (5 points) Basic (3 points) Below Basic (1 point)

 Students wrote 9-  Students wrote 6-8  Students wrote

4. LESSON OPENING/PURPOSE (5 points)

Continue by stating that, being a good citizen is very important because

5. MOTIVATION FOR LEARNING STRATEGY -

Good Citizenship & Social Skills for Kids

TPE 3.6 Use and adapt resources, standards-aligned instructional

Videos of standard aligned instruction will be utilized to further promote

The motivation strategy selected was to do a class discussion so that all

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY

It is essential to check for background knowledge so that the

A progress monitoring strategy used is the KWL chart so that the

 Citizen- A person who lives in the area.

 MODELING SDAIE: Demonstrations

Teach summarizing strategy:

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING

 Students will be instructed to complete their worksheet by circling

 GUIDED PRACTICE STRATEGY

Learning facts about Being a Good Citizen.

By providing independent practice, students can become more familiar

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your

IEP for a student who is reading below grade level:

10. ATTACHED STUDENT WORK:

Instructional Preparation Reflection Checklist

o Background o Modeling- I o Whole group- o Advanced- I will

Integration of Application Assessment Objective

Notes for next lesson:

o Strengths/Weaknesses of Lesson based on your data from

o Students needing more help

Being Kind leads to Being a Good Citizen

 Literature – List supporting literature or reading materials