UH COE Lesson Plan Template (Direct Instruction)

Eva Calvo
Name of Teacher

Lesson Overview
1st Grade
Grade Level
45 minutes
Estimated Time Needed
Students will engage in an exciting hands on lesson about the past,
present and future. In this lesson students will be able to distinguish
between past, present, and future by sorting. Students will have the
Lesson Description
opportunity to share and work collaboratively, sing songs and work on
their own to explore these new terms.

(3) History. The student understands the concepts of time and

chronology. The student is expected to:
Content Area Standards
(A) distinguish among past, present, and future;

N/A
Technology Standards
TSW distinguish between past, present, future.
Objectives

Resources/Materials/Tools
Past, present, future
Terms/Vocabulary

Technology Resources SMART Board, Document Camera, Computer

-Anchor charts
-Past, present, future pictures
Other Resources -“Milk a Cow” Lyrics
-Past vs Present recording sheet
UH COE Lesson Plan Template (Direct Instruction)
Lesson Procedures
Step-by-step sequence of Lesson: Lesson Management: Resources:
I will start out by singing and
teaching the “Milk a Cow” song. I
-The teacher will
will have the lyrics displayed on
instruct students to
the SMART board so that they
come to carpet.
may sing along with me. I will
then have students share out
-The teacher will be
what they noticed about this
singing as students
song.
are transitioning. -SMART board
Focus/Anticipatory Set How could you get milk in the
-“Milk a Cow” Lyrics
(motivational hook) past?
-The teacher will
Where do you get your milk
encourage students
now?
to sing along.
I will then let students know that
-The students will be
we will be learning about three
singing
new words today past, present
along/listening.
and future.”

-Students will be on
carpet.
Content-input I will have an anchor chart -Teacher will be on -Anchor chart
(Could include content displayed with pictures that help carpet. -Pictures
outline, presentation, define the meanings of past, -Teacher will be -White Board
questioning, modeling, present and future like show eliciting questioning. -Expo Marker
examples) above. I will also have the -Teacher will be -Magnets
definitions next to the word that writing on white
say what each word means. board.

Past: What happened before

right now.
Present: What is happening
now.
Future: What will happen next.

I will then ask students what they

notice about the pictures. They
will notice that the girl is getting
UH COE Lesson Plan Template (Direct Instruction)
older. I will ask students

“What do you want to be when

you grow up?”

I will then express that these are

all the things they want to be in
the FUTURE.

I will then display pictures that

are from the past and present
and create a t-chart on the white
board that is labeled past and
present. I will give an example of
past and present using a
transportation example and sort
the photo of the car in the
present column and the horse in
the past column.

During guided instruction I will

have the remanding pictures be
sorted on the board by the
-Students will be
students. I will have the students
coming up to white
come up and place them in the
board.
spot they think it goes the past
Guided Practice -Students will be -Pictures
column or the present column.
(identify students who using hand signals. -Magnets
failed to master lesson -Teacher will be -Expo Marker
I will have students give a
objectives.) questioning and -White Board
thumbs up or thumbs down to
formatively
agree or disagree. This will give
assessing.
me a chance to formatively
assess students understanding
of the concept.

I will then dismiss students back

to their seats and give further
instruction on independent work. -Students will be at
Students will independently work desks working
on sorting items into past and independently.
-Past vs Present
present. Students will cut and -Teacher will be
Independent Practice recording sheets
paste pictures into the correct walking around
(reteaching and -Scissors
columns of a t-chart that is giving further
enrichment) -Glue
similar to the one we did in instructions.
guided practice. The t-chart will
be set up the same so that the
students will be able to connect
what they learned in guided
practice to their independent
UH COE Lesson Plan Template (Direct Instruction)
work.
-Teacher and
students are at
carpet.
-Teacher and
I will gather students to the
students will be
carpet and sing our new song
singing “Milk a Cow”
we learned that morning and ask
Closure song. -“Milk a Cow” lyrics
them what it means to them
-Teacher and
now!
students will have
open discussion
about song and hat
they learned.

Plans for Differentiated Instruction/Accommodations

I made accommodations for my SPED students by making the independent
practice as similar to the guided practice as possible. I think this helps students
feel more confident when they go off to work on their own because it is what
Special Education they learned when we were practicing together. The independent practice is
Students also created as a template so students know what to cut out and how to sort. I
will also leave up our guided practice on the board so that students may use it
as a guide.

During this lesson I will be using cognate words to support my ELLs.

Past ------ Pasado
Present ------ Presente
Future ------ Futuro
English Language
These words will help my ELL students make connections to the new
Learners
vocabulary by connecting it to their home language. Along with the cognate
words, I have also provided non-linguistic representations throughout the
lesson and independent work to support those who struggle with the English
language and reading overall.

For my G&T students I have chosen a writing extension. I will have students
respond to a writing prompt displayed on the board once finished.

Gifted and Talented “Draw an illustration of what you will be in the FUTURE. Write a sentence
underneath your illustration explaining what you drew!”

Other:
UH COE Lesson Plan Template (Direct Instruction)
Potential Challenges/Plan B
If students fail to understand through guided practice I will provide more time for students to practice before they
go and work on their own. I will have students go back to their seat and take out their white boards. I will then
hold up a photo and ask them “Is this picture from the past or present?”. Students will then have this opportunity
to work as a group to determine which it is and write past or present on their white boards.

Assessment
Students will work independently on sorting pictures into past and present column. The students will cut
out pictures and sort into a t-chart labeled past and present. I will assess students work based on the
number of items sorted correctly.

Notes and Credits

www.pinterest.com
TpT: @KindyKats