DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Sherrie Taylor_____ Grade Level __1st _ Title Social Studies Safety in the Classroom
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 18 Students
Boys 10
Girls 8
William IEP speech and reading
Tryston IEP speech
Bladimir ESL WIDA 2.3
Angel ESL WIDA 1.6
Brandon ESL WIDA 1.4
Jaslene ESL WIDA 1.7
Jacob struggles with focusing and staying on task
Classroom environment: This classroom is set up with desks grouped together in 5 students. There are several tables
spread out through out the room for centers. At the front of the classroom is the white board and smart board together as
well as a bookshelf underneath with books for students to read. In the corner is the rug with the calendar and days of the
week where we gather as whole class for instruction and reading.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 2
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.

Objective 2
Identify and list responsibilities in the school and in the neighborhood.

e.

Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playground rules).

Content Walk-Away:
I will be able to show and say how to be safe in the classroom.
Language Walk-Away:
I will be able to say how to be safe in the classroom.

Vocabulary:

Safety
SIOP #1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students listening and answering questions
Content Walk-Away Evidence (Summative):
Students show and say how to be safe in the classroom.
Language Walk-Away Evidence (Summative):

Listen to students say how to be safe in the classroom.

Approx.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.)

No modifications needed for

assessments for my ELL
students or IEP students

Time
Activate/Building Background Knowledge
Boys and Girls I have a question for you? Do you ever run in the classroom? Do you ever leave your chair
pulled out?
Formative assessment:
Learning Goal
Safety in the classroom

Success Criteria
Students raise their hands
Students answer questions

Assessment Strategy
Observe students answering
questions and participating

Modification/accommodations: (ELL, IEP, GATE, etc.)No modifications needed at this time

SIOP #7,8
Focus Lesson (I do it)
Display Walk Aways and talk about them. I will read a book about safe classrooms to the students. And
introduce vocabulary. I will have the students say the vocabulary words with me. I will ask the students about
the story. How where the kids in the book safe in their classroom?

Formative Assessment:
Learning Goal
Listening to story
Vocabulary words
Questions

Success Criteria
Listening to story
Say vocabulary words
Answering questions

Assessment Strategy
Observe students listening to
story
Observe and listen to students say
the vocabulary words
Observe and listen to students
respond to the questions.

Modification/accommodations:
Jaycob already sits close to me so he can focus. Make sure I see Tryston and William saying the vocabulary
words.
SIOP #1,2,9,22
Guided ,Instruction (We do it)
Today boys and girls we are going to write rules in our classroom that will help us be safe on the board. Model
rule 1. Push in chair..continue as students give me more rules. Then we will narrow the safety rules down
and write them to display in the classroom.
Formative Assessment:
Learning Goal
Safety in the classroom

Success Criteria
Safety in the classroom

Assessment Strategy
Observe students participating
and giving me rules to write.

Modification/accommodations:
Make sure I clarify for my ELL students.
SIOP # 4,18, 22,5,6,17,12
Collaborative/Cooperative (You do it together)
Boys and girls now I want you to turn to your neighbor and tell them one rule that we wrote that is your
favorite safety rule.
Formative Assessment:
Learning Goal
Tell partners safety rule

Success Criteria
Tell partners safety rule

Assessment Strategy
Listen and observe students
talking to each other.

Modification/accommodations:
No modifications or accommodations are needed.
SIOP # 4,6,16,17,22, 12
Independent (You do it alone)
Boys and Girls now I want you to stand up and show me how you can be safe in our classroom.
SIOP #20,21,22, 12
Summative Assessment:
Watch as students walk, push in chairs, etc..
SIOP # 30
Modification/accommodations:
Walk around to ELL students and clarify the rules. Help them as needed especially Brandon and Jaslene.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review vocabulary. Who can tell me why we have safety rules in our classroom? Turn to you elbow partner
and share with them the safety rule you are going to follow.

SIOP # 27,28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
SIOP 19 is not needed as all students understand and L1 is not required to clarify.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?