UMF Unit-Wide Lesson Plan Template

Name: Rachel Layman Program: ECH Course: 460

Lesson Topic/Title: My Favorite Dr. Seuss Book Free Choice Small Group Large Group
Lesson Date: March 6, 2020 Lesson Length: 30 minutes Grade/Age: First Grade
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous
curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions /
Reasoning
Children will choose their favorite Dr. Seuss book Most of the children are able to
to write about. choose favorite books, activities,
etc. However, there are a few
children who have yet to display
Children will include the title of the book, at least their ability to choose a favorite
two reasons why they liked the book, and a when prompted.
conclusion. The children should include the
title of the book to indicate which
book they have chosen. Including
two reasons why it is their favorite
will ensure that they remember the
book.

Content Standard(s) Instructional Decisions /

Common Core Writing Standards K-5 Reasoning
Text Types and Purposes This standard fits with the two
Write opinion pieces in which they introduce the learning objectives because they
topic or name the book they are writing about, state specifically state the different
an opinion, supply a reason for the opinion,and components needed for the
provide some sense of closure. assignment but in terms the
children understand. Stating the
name of the book and two reasons
why they like it so much.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner

performance and determines best supports for continued learner growth.
Assessment Instructional Decisions /
When I look at the papers that the children turn in, I Reasoning
will look for a name of a Dr. Seuss book and two This is summative assessment
reasons why they liked it. After reading many Dr. because it takes place at the end of
Seuss books throughout the week the children will the unit and will summarize the
have the opportunity to choose their favorite, thus children’s knowledge of the
summing up the unit. So, due to it being at the end different Dr. Seuss books we read.
of the week and the end of the unit, this will be a This will allow me to gain insight
summative assessment. to how effective the books were
that we chose to read during the
week. Did they help children gain
the knowledge they needed to?
Can I use these books again or
should I find different ones?
Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline
and individual learner needs.
Materials, Resources, and / or Technology Instructional Decisions /
Various Dr. Seuss books (Teacher and student Reasoning
materials). Teachers will have read these books Dr. Seuss is the theme for the week
already and then will put them on display for so using Dr. Seuss books is a way
children to read on their own. to engage them in the theme. Dr.
Seuss books also have themes for
Favorite book worksheet (Teacher and students children to learn about. Example:
materials). Teacher will fill out a sheet as an The Sneetches teaches children
example for the children. They will then go back to that it is not ok to treat someone
their tables and write their own opinions. differently just because they look a
little different.

Instructional Methods: Selects, creates, and sequences learning experiences and

performance tasks by using a variety of instructional approaches, strategies, and
technologies that make learning accessible to all learners and support learners in reaching
rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Transition (2 min) Reasoning
Questions:
Children move from tables to rug
What I am going to do first?
Opening (2 min) How do I need to start my first two
Discuss which Dr. Seuss books we have read. sentences?
Display them for the children to read.
Lesson/Example (5 min) Vocabulary:
Hang up the work paper on the board. Ask the Introduction
children what I am going to do first. Put my name Reason
on the top of the paper. Ask how I need to start my Closure/conclusion
first two sentences: Hi, my name is _______. My
favorite Dr. Seuss book is ______. Tell the children
that they need two reasons for why they liked the
book so much. Then, they need a closure. I will
give them an example. I wrote: Hi, my name is Ms.
Layman. My favorite Dr. Seuss book is The Cat in
the Hat Cooks! I like it because there are made up
foods. The made up foods have silly names. I
cannot wait to read The Cat in the Hat Cooks book
again! It is my favorite. I will then instruct the
children to draw a picture to go along with their
favorite book.
Transition (2 min)
I will have the daily helper start to pass out the
paper and I will dismiss children by tables.
Work time (20 min)
I will roam the room answering questions and
prompting children positively.

Meeting students’ needs (differentiation, Instructional Decisions /

extensions, modifications, accommodations) Reasoning
H’s IEP states that providing wait time for them to J, H, and K have IEPs. J and H’s
comprehend the directions is necessary. Check in to IEPs are in English/Writing. K’s
ensure they understand the directions. Seating close IEP is in math.
to the teacher and frequent check ins are specified
as instructional strategies for them.

J’s IEP states that directions should be broken down

into smaller steps. Breaks should be built into the The children who finish early have
schedule to ensure that they do not become fatigued either work they need to finish
by the academics. Positive reinforcement and from another part of the day or
immediate feedback is helpful for keeping them on they can read a book from the
task. Frequent check ins are also specified. bookshelves or their reading bin.
Bringing certain children to the
K’s IEP does not have any specific instructions at reading table can be done for
this point in time. So frequent check ins and various reasons: 1) The child needs
individual time to instruct is used during work time. help. 2) The child is distracted and
needs a more quiet place to work
away from their peers. 3) They are
A is color deficient. I will help him sort the
distracting their peers.
different colors and label them.

For the children who finish early they can do

leftover work or they can read a book if they have
no extra work.
Some children may be asked to go to the reading
table if they need extra help focusing or
understanding the work

Field Course Only – Post lesson

Reflection
16 out of 17 children were present for this assignment. One child completed the
assignment with all of the pieces. Introductory statement, two reasons why they enjoy the
book, and a closure/conclusion statement. One child included an introductory statement,
one reason why, and a conclusion. Four children included an introductory statement and
two reasons why and no conclusion. Three children provided an introductory statement
with a single reason and no conclusion. Four children gave an introductory statement
with no reasons or conclusion. Three students did not provide a full introductory
statement and did not start any reasons or conclusion.

While on the rug during the opening and the lesson the children were very well behaved
and seemed to understand what the assignment was and how to do it. However, once they
returned to their tables there was a lot of talking and distracting behavior. After seeing the
results of their work and what they got done in the given amount of time and the extra
time given at other times during the day/week it is clear to me that they did not
completely understand what they needed to do.
When I noticed the children talking while they should have been working I tried not to
tell them to quiet down or to stop talking a lot. I hoped that allowing them the freedom to
talk with their peers while doing their work would help them be more intrinsically
motivated to do their work. I would try to steer their conversations to talk about their
favorite Dr. Seuss book and share their ideas. When it was clear that was not working, I
started to quiet them down and get them back on task.

Rationale

Common Core Teaching Standard #3:

The teacher works with learners to create environments that support individual and
collaborative learning, encouraging positive social interaction, active engagement in
learning, and self motivation.

The teacher collaborates with the students and other teachers present to create a place for
each child to learn. If a child works better in a larger group they will be kept at a table, if
a child needs to be on their own they will be placed at a desk, and if a child is too
distracted by the room then they can work in the hallway. This helps foster social
interactions because when children get their work done they have free time for reading
and playing games with each other.

Indicator d:

Manages the learning environment to actively and equitably engage learners by

organizing, allocating, and coordinating the resources of time, space, and learners’
attention.

The teacher will use different strategies to keep children engaged. This can include the
organization of the classroom and lessons, the time frame of different topics and how
they are arranged during the day, and different ways to keep children engaged whether it
be intrinsically or extrinsically.

I met this standard and indictor because the classroom is set up in a way that helps focus
children. This lesson also meets the standard because I was willing to allow the children
to talk and be social while working, but only as long as they were still getting their work
done in a timely manner. Certain children are also allowed to be at desks or in the
hallway when needed so they can finish their work.

Common Core Teaching Standard 1:

The teacher understands how students learn and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.

The teacher knows how children develop and how their students learn best. This would
include which days are best for certain activities and what times are best for certain
topics. The teacher understands that all children learn differently and that they may have
strong and/or weak points in cognitive, linguistic, social, emotional, and physical areas.
The teacher will design and practice developmentally appropriate lessons while
scaffolding each child.

Indicator b:

Creates developmentally appropriate instruction that takes into account individual

learners’ strengths, interests and needs and that enables each learner to advance and
accelerate his/her learning.

The teacher will create lessons that support each child’s strengths and weaknesses. The
lessons should allow each child to learn at their own pace.

I met this standard and indicator by ensuring that each child is placed in a spot that works
well for them. Some children learn better at a desk and some children talk and distract
certain children more than others. Some children get very overwhelmed in the classroom
and know that they can ask to go work in the hallway where it is less stimulating.

Rev 8/17