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LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Jacqueline Medina

Name:

Grade Level: First Grade

Date:

Unit/Subject: Social Studies

Instructional Plan Title: All are Welcome

Lesson Summary and In 2-3 sentences, summarize the lesson, identifying the central focus
Focus: based on the content and skills you are teaching.

The lesson promotes empathy and open-mindedness. The central focus is

that school is a community where diversity is celebrated and people of all
backgrounds, abilities, and exceptionalities are welcome.

Classroom and Student Describe the important classroom factors (demographics and
Factors/Grouping: environment) and student factors (IEPs, 504s, ELLs, students with
behavior concerns, gifted learners), and the effect of those factors on
planning, teaching, and assessing students to facilitate learning for all
students. This should be limited to 2-3 sentences and the information
should inform the differentiation components of the lesson.

The classroom demographics consist of 15 boys and 10 girls. The class

consist of a majority of African Americans and three Hispanics. And I have
two students who receive related services one to two times per week. We
currently don’t have students who have an IEP or 504 nor do we have any
ELL students at the moment. For my students with related services
(speech) I will do frequent check ins and provide assistance as needed.

National/State Learning Review national and state standards to become familiar with the standards
Standards: you will be working with in the classroom environment.

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Your goal in this section is to identify the standards that are the focus of
the lesson being presented. Standards must address learning initiatives
from one or more content areas, as well as align with the lesson’s learning
targets/objectives and assessments.

Include the standards with the performance indicators and the standard
language in its entirety.

Social Studies

SS.CCG.E.01.PI.C.03 - CIVICS, CITIZENSHIP & GOVT ~ identify and describe the rules and
responsibilities students have at home, in the classroom, and at school

SS.CCG.E.01.PI.C.03 - CIVICS, CITIZENSHIP & GOVT ~ identify and describe the rules and
responsibilities students have at home, in the classroom, and at school

ELA

 RI.1.1 - Ask and answer questions about key details in a text.

RL.1.11 - Make connections between self, text, and the world around them (text, media, social
interaction).

Specific Learning Learning objectives are designed to identify what the teacher intends to
Target(s)/Objectives: measure in learning. These must be aligned with the standards. When
creating objectives, a learner must consider the following:

 Who is the audience

 What action verb will be measured during instruction/assessment

 What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective
created. This should not be a summary of the lesson, but a measurable
statement demonstrating what the student will be assessed on at the
completion of the lesson. For instance, “understand” is not measureable,
but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately

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label all state names.

Students will be able to make connections between building positive

friendships and relationships while embracing the diversity of the people
around them.

Academic Language In this section, include a bulleted list of the general academic vocabulary
and content-specific vocabulary you need to teach. In a few sentences,
describe how you will teach students those terms in the lesson.

The vocabulary in this lesson will be pre-taught prior to beginning the

book:

Family

Diversity

Community

I will introduce these words and ask the class who has heard these words
before and can tell me what they think they mean. Then I will have then
turn and talk to discuss it with their peers. Once our discussion is
complete we will make a chart of the definitions of these words to use as a
guide throughout the lesson and story.

Resources, Materials, List all resources, materials, equipment, and technology you and the
Equipment, and students will use during the lesson. As required by your instructor, add or
Technology: attach copies of ALL printed and online materials at the end of this
template. Include links needed for online resources.

All our Welcome book

Worksheets

Smartboard (playing book for students with exceptionalities if needed)

Poster boards

Coloring tools (color pencils, markers, crayons)

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Magazines

Section 2: Instructional Planning

Anticipatory Set Time

Needed
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking
previous learning with what they will be learning in this lesson and gaining student interest for the
lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage 15
interest and motivate learners for the lesson. minutes

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any
materials you will need to prepare for the lesson.

We will begin by reviewing the parts of the book and asking the students who can find the cover
of the book, title, back and spine of the book. Who knows what each of those tell us and what
does the spine of the book do? Who can find the author/ illustrator? What does an author do?
What does an illustrator do?

Ask: On the first day at a new school or group gathering, have you ever worried that
other children may not welcome you or want to be your friend? Many children all over
the world feel that way. What can you do to make others feel welcome? 
Show: Look at the children and activities on cover of the book. Talk about the
similarities and differences you see. 
Connect: Let us read this book together and see if we can find a child in the pages that
looks just like you or who is doing something you like to do. 

Multiple Means of Representation Time

Needed
Learners perceive and comprehend information differently. Your goal in this section is to explain

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how you would present content in various ways to meet the needs of different learners. For
example, you may present the material using guided notes, graphic organizers, video or other 10 min
visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies,
etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will
use these materials throughout the lesson to support learning. Bold any materials you will need
to prepare for the lesson.

Picture word flashcards

Book and/or video of All are welcome in native language
Pre-cut images which can be used for poster board
Model of Finished Board

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL):

 Students with special needs( speech students) I will work with them to create a picture
word bank to use to aid them with their writing.

 Students with gifted abilities: I will give them a graphic organizer to plan out their ideas
for their reflection on their poster board .

 Early finishers (those students who finish early and may need additional
resources/support): will get work from the early finisher bin.

Multiple Means of Engagement Time

Needed
Your goal for this section is to outline how you will engage students in interacting with the content
25 mins
and academic language. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group work, Kagan cooperative
learning structures, hands-on activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.

For example:
 I will use a matching card activity where students will need to find a partner with a card

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that has an answer that matches their number sentence.

 I will model one example of solving a number sentence on the white board before having
students search for the matching card.
 I will then have the partner who has the number sentence explain to their partner how
they got the answer.

We will begin reading “All Are Welcome”.

During reading I will provide questions and discussions to ensure students are
following along with the story and are understanding what is going on in the text.
I will open up the floor for students to make connections to themselves and their
life informally making a text to self-connection.
Ask: How do you think your friends are like you and different from you? How do you
show kindness to people who are different from you? What are some kind things you do
for each other? Why is it important to be kind? 
Show: Look at all of the children and parents saying hello and goodbye. Talk about how
each home is different. Everyone practices different routines, faiths, eating habits, and
ways of getting to school. Families have different hair, skin, and eye color and come
from places from all around the world. As we read the book, look carefully at the
interesting kids and activities, and talk about the many differences you see. Think about
why the differences make each person interesting and the school community stronger. 
Connect: How do you get to and from school? Have you ever ridden on a bus?
How about a taxi? Do you walk to school alone or with your family? 
Activity: Students will create a poster board showing the diversity in their peers pictures
they drew or using pictures from magazines.

Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL): No ELLS in the classroom however if there were I
would differentiate this activity by having the story read in their native language if
applicable, and provide picture flashcards to help them understand the vocabulary they
will see in the story. I will also help them with using supplies such as magazines in their
native language to help them find what they need for their board.

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 Students with special needs: For my students with exceptionalities (which I have two
students who receive speech services) I will provide one-on-one support as needed. I
will also have paired reading with students who need additional support. And other
students with special needs I will provide support in assisting them with choosing and
cutting their images and support as needed. I will provide frequent check ins for my
students with behavioral issues or BIP/FBA as needed

 Students with gifted abilities: : Draw a picture of a group of people you meet with. That
might be a classroom, sports group, faith group, or other interest area. Show the
differences of looks colors, activities, and actions of the people in your group. Show how
your community is stronger because of all the differences and kindnesses that make
people feel welcome. 

 Early finishers (those students who finish early and may need additional
resources/support): will grab a worksheet from the early finishers bin which can vary from
a reading passage, vocabulary sheet or even morning work if they have not completed it.
There will also be color pages related to our read aloud for the day or ELA lesson.

Multiple Means of Expression Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know.
15 mins
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic. For example, students may demonstrate their knowledge in more summative
ways through a short answer or multiple-choice test, multimedia presentation, video, speech to
text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment,
reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example,
students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running
records, four corners, or hand raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced.
They will be expected to write the reflection using complete sentences, proper capitalization and
punctuation, and utilize an example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson, such as thumbs up-
thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to

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re-teach or re-direct learning.

After Reading we will go into a talk and turn discussion leading us into our
Reflection Prompt
Ask: Would you like to attend this classroom? What makes people feel welcome here?
What did you learn that you would like to try in your school or group? 
Show: Point out some things children doing in the pictures that tells you they are being
kind to one another. 
Connect: You might hear people say that someone different is weird. Why do you think
they might say that? Is different weird? What do you think are the good things about
getting to know people who are different from us? 
Activity: Describe your poster board and what it means to you.

Explain if you will differentiate assessments for each of the following groups:
 English language learners (ELL): I will allow them the option to write their reflection piece
in their native language and I will support them in translating it into English.

 Students with special needs: I will provide a graphic organizer with family related
vocabulary and adjectives that they can use in their writing and provide frequent check
ins and support as needed.

 Students with gifted abilities: Make a list of all the places that you go where you feel
welcome. What are some ways you can make someone else feel welcome there. Write a
list of five kind things you can do and make a plan to do them.  

 Early finishers (those students who finish early and may need additional
resources/support): will grab a worksheet from the early finishers bin which can vary from

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a reading passage, vocabulary sheet or even morning work if they have not completed it.
There will also be color pages related to our read aloud for the day or ELA lesson.


Extension Activity and/or Homework Time

Needed
Identify and describe any extension activities or homework tasks as appropriate. Explain how the
15 mins
extension activity or homework assignment supports the learning targets/objectives. As required
by your instructor, attach any copies of homework at the end of this template.

1. Draw your family doing something you do that you think other families don't do. Maybe
you have a routine, holiday tradition, or good-bye habit that you always do.
2. Read the book "The Day You Begin". How are these two books similar?

Rationale/Reflection
After writing your complete lesson plan, explain three instructional strategies you included in your
lesson and why. How do these strategies promote collaboration, communication, critical thinking,
and creativity? Bold the name of the strategy.

For example:
.
 Think-Pair-Share promotes engagement, communication, and collaboration because all
students get a chance to share their ideas or answers. This is beneficial to students
because they get to put their ideas into words, and hear and discuss the perspectives of
others.

In this lesson the instructional strategies that I used were the following :
 Turn and Talk ( Think-Pair- Share) where students discussed their prior knowledge
before reading the book, while also during and after the book allowing them to make
connections throughout the read aloud not only with the context of the story but also a
text to self-connection. This connection will help them comprehend the story better. This
strategy is useful because it teaches the children that all opinions are important and
builds their social skills with their peers.
 Paired- reading buddy- this approach is helpful to the students because it allows them to
feel comfortable with their buddy and build off each other’s strengthens while building up
their weaknesses. It is also helpful because it builds up their confidence.
 Writing prompts- are helpful because they give students a foundation of what is being
asked of them and build off of what is being asked of them.
 Graphic organizers- help students of all abilities organize their thoughts and ideas prior
to writing up until completion of their work.


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GCU College of Education
LESSON PLAN TEMPLATE

© 2018. Grand Canyon University. All Rights Reserved.