LESSON PLAN SEI

Title: How to make a PB & J

Subject/Grade Level/ Date(s): 1st grade

Time Requirements: 45 minutes

Materials List: Bread, peanut butter, jelly, the book peanut butter and jelly, how-to worksheets, brainstorm sheet

Type of Lesson: Whole group

Connection to Standards:

Research to Build and Present knowledge

1.W.3- Write narratives in which they recount two or more appropriately sequenced events, include some
details regarding what happened, use temporal words to signal event order, and provide some sense of
closure.

1.W.7- With guidance and support from adults, participate in shared research and writing projects. (e.g.,
explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

1.SL.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.

Instructional Objective:

Students will be able to write how-to statements

Students will be able to chronologically organize first, next, then, finally

(I will have the instructional objectives on the board for students to see. We will read them aloud
together.)

* Content and language objectives displayed

Active Instructional Plan: How will you teach your lesson step by step? What will you expect the students
to be doing? What will you/the teacher be doing? Consider including each of the following within your
instructional plan:

 Anticipatory Set: We will read the book peanut butter and jelly
 Questions:
What comes first when making a PB&J? What comes next? What comes then? What comes
finally? *connection to students prior knowledge
 Modeling: I will model making a peanut butter and jelly sandwich doing the steps the class and I
think are most appropriate. *Modeling, demonstrating of concepts My speech will be slow and
clear while going over the sequence of making a PB&J. *Speech is appropriate and controlled
 Guided Practice: Students will work together with their peanut butter and jelly supplies to make
a sandwich by themselves. (Hands on activities) I will be modeling up front if they need to see it
again, (repetition) assisting them and walking around, as well as answering any questions they
may have about building their PB&J sandwich (opportunities for interaction)
 Independent Practice: Students practice making the sandwich independently as well as making
notes of the steps they do while making it. (brainstorm worksheet). *Graphic organizers
 They then will move onto the HOW TO worksheet where they will write down the steps in
sequence. (step by step instructions)
 Closure: At the end, students may share their HOW TO writing with the class. They can also show
the class the PB&J they made, and finally, eat it  I will be including positive or appropriate
feedback to what the students have done and shared. (positive feedback or other
encouragement).

Assessment/Evaluation: I will be assessing and evaluating students by walking around and making sure
they are working and actually making the sandwiches using steps and sequence. I will also be able to asses
their writing on their HOW TO worksheets. I will be assessing throughout the lesson, and the worksheet
will be an exit ticket. (Assessment, informal)

Modifications/Differentiation: This lessons instruction format will not need any differentiation, as it is
very visual for ELL’s and students with IEP’s to understand. They will be able to watch me demonstrate
how to make a sandwich, which should be modified towards everyone’s needs. I have a brainstorming
worksheet that students can fill out as they make the PBJ so that they do not forget the steps for their
final writing piece. However, it is not required students use the brainstorm sheet. It is there for guidance
if chosen. However, if the writing is too difficult for these students, they can do their sequencing by
drawing pictures for each step to show me. If I see that they are making the sandwich at their table
during independent and guided practice, they will be getting full points for the day and wont need
modifications as far as that goes. My lesson is already created to be modified for all learners. The main
and only difference would be to draw instead of write on the sequencing paper. They will also be seated
next to English speaking students who can assist them. (L1 support)
Attachments: