DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Ellyse Harris

Grade Level

1st

Title: The Statue of Liberty

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

ESL students:
Angel WIDA level one
Allyson WIDA level one
Maria WIDA level one
Sixto WIDA level one
Reyes WIDA level one
Adien WIDA level one

High Ability Learners:

Jordan- He excels in reading and in math.
Kayden- He excels in reading and in math.

Behavior Problems:
Harmony- She will often talk out and distract others.
Kylee- She will often talk out and distract others.

Struggling students:
Adien- He missed the first month of school and has fallen very far behind. He receives
extra help in math and reading.
Natalia- She has a hard time focusing and paying attention. She receives extra help in
reading.
Maria, Sixto, Nephi and Reyes all struggle with reading.

There arent any students with an IEP.

Classroom environment:

Children sit at tables of four. There is a rug in the front of the room for whole group
discussion. There is an Elmo, smart board, and four chrome books.
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:

Objective 3 Name school, neighborhood, Utah state, and national symbols, landmarks,
and documents.
Content Walk-Away
I can write what the Statue of Liberty represents.
Language Walk-Away
I can write what the Statue of Liberty represents.
Vocabulary: Freedom, Liberty
1-Content objectives, 2-Language objectives, 3-Content appropriate

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will share with their buddy what the Statue of Liberty represents.
Content Walk-Away Evidence (Summative):
Students will write what the Statue of Liberty represents.
Language Walk-Away Evidence (Summative):
Students will write what the Statue of Liberty represents.
5-Adaptation of content, 6-Meaningful activities

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

I will have vocabulary,

labels, and pictures
displayed. Students will
do come up with a
phrase to go along with
the vocabulary words.
Students will be paired
with their reading
buddy that they interact
well with.
I will have Reyes to
share what the Statue
represents.
I will ask Natalia what
the word freedom
means.
After I am done
teaching the lesson and
the students have
finished their writing, I
will teach them how to

draw the Statue of

Liberty. This helps the
struggling students to
be motivated to finish
their writing.

I will ask Jordan and

Dylan why they are glad
we live in a country that
has freedom.
Approx
.

ACTIVE LEARNING PLAN

Time
Activate/Building Background Knowledge
This last week we have been learning about different symbols. Can anyone give me an example of what a
symbol is? Good job! Now I want you to turn to your buddy and give tell them an example of a symbol.
Today we are going to be learning about the Statue of Liberty. The Statue of Liberty is a symbol of our
country. We are going to find out the meaning behind the Statue of Liberty.
Formative assessment:
Learning Goal
Students can tell me what a
symbol is.

Success Criteria
Students will give an example of a
symbol to their buddy.

Assessment Strategy
Listen to them as they interact.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Ask Maria to share what a symbol is.
Ask Dylan to share an example of a symbol that he discussed.

7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Focus Lesson (I do it)

I am going to review the walk aways and vocabulary with the class.
I will then read them a picture book about the Statue of Liberty.
Formative Assessment:
Learning Goal

Success Criteria

Assessment Strategy

Students understand the

vocabulary words.

Students will use the vocabulary

words in a sentence with their
buddy.

Listen to students as they

interact.

Modification/accommodations:
Create a phrase to go with the vocabulary word.
Freedom- Students say I choose!
Guided Instruction (We do it)
I will stop when we get to the part in the book how the Statue of Liberty is a symbol of freedom. I will discuss
how we are very lucky to live in a country whey we have freedom. I will have the students discuss whit their
partner why they are glad to live in a country where we are free to make our own choices.
16-Opportunity for interaction

Formative Assessment:
Learning Goal

Success Criteria

Students understand that they are

blessed to live in a country that
has freedom.

Students share why they are glad

to live in a country where we are
free to make our own choices.

Assessment Strategy
Listen to the students as they
interact.

Modification/accommodations:
Ask Kayden, Jordan, and Dylan why he is glad to live in a country where we are free to make our own choices.
21-Activities to apply content/language knowledge, 22-Language skills

Collaborative/Cooperative (You do it together)

After the book is over have the students share with their partner what the Statue of Liberty is a symbol of.

Formative Assessment:
Learning Goal
Students understand that the
Statue of Liberty is a symbol of
freedom.

Modification/accommodations:

Success Criteria
Students share with their buddy
what the Statue of Liberty is a
symbol of.

Assessment Strategy
Listen to students as they
interact.

Ask Sixto what the Statue of Liberty is a symbol of.

Independent (You do it alone)
Summative Assessment:
Students will write down what the Statue of Liberty is a symbol of.
30-Assessment 6-Meaningful activities

Modification/accommodations:

I will have Adien tell me what the Statue of Liberty is a symbol of , I will then
write it for him.
Closure/Review of walk-aways, vocabulary, and essential questions
Review the walk-aways and vocabulary. Have the students share their writing with each other.
27-Review vocabulary, 28-Review concepts, 29-Feedback

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, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language 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?

Book about the Statue of Liberty

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?