Introduction

 to  Sound  

Grade  1  

 
EFFECTIVE  INSTRUCTIONAL  DESIGN  –  STANDARDS-­‐BASED  LESSON  PLAN  
   

Elements  of  the  Lesson     Evidence  that  Documents  the  Elements  

I.  Standard   1-­‐PS4-­‐1.  
   District  curriculum  guidelines,  MDE  core  curriculum,  or  CCSS   Plan  and  conduct  investigations  to  provide  evidence  that  
  vibrating  materials  can  make  sound  and  that  sound  can  make  
materials  vibrate.  
 
II.  Objectives/Targets  and  I  can  statements   Objectives:  
   What  am  I  going  to  teach?   Students  will  be  able  to  identify  things  that  make  loud  
   What  will  the  students  be  able  to  do  at  the  end  of  the  lesson?   and  soft  sounds.  
   What  formative  assessments  are  used  to  inform  my  instruction?    
   What  challenges  might  students  encounter?   Students  will  be  able  to  determine  why  sounds  are  
   Why  is  this  concept/target  important?   important.  
   
I  can  statements:  
I  can  identify  things  that  make  loud  and  soft  sounds.  
 
I  can  tell  why  sounds  are  important.  
 
III.  Lesson  Management:  Focus  and  Organization   -­‐ raising  quiet  hands  
   What  positive  strategies,  techniques  and  tools  will  I  use?   -­‐ sitting  in  assigned  spot  on  carpet    
   What  on  task,  active  and  focused  student  behavior  will  I  see?   -­‐ movement/relocation  to  work  
  -­‐ listening  with  eyes  and  ears  
-­‐ if  students  are  not  positively  contributing  to  the  
learning  environment,  they  will  either  “clip  down”  or  be  
sent  back  to  their  seats.  
IV.  Introduction:  Creating  Excitement  and  Focus  for  the  Lesson  Target   TTW:  
   What  will  I  do  to  generate  interest?   -­‐ ask  students  to  listen  to  what  they  hear  and  see  if  they  
   How  will  I  access  prior  knowledge?  
    What  will  I  have  students  practice/review?   can  identify  any  sounds  in  video  (animals,  cars,  phone  
  ringing,  talking).  
-­‐ Play  video  from  discovery  education  
TSW:  
-­‐respond  to  teacher  questioning    
-­‐help  determine  what  sounds  they  heard  
V.  Input:  Setting  up  the  Lesson  for  Student  Success    
      Task  Analysis:  
 Task  analysis:    
• What  information  does  the  learner  need?  If  needed  how  will  it  be   TTW-­‐  
provided?    
• How  is  the  lesson  scaffolded?   -­‐ remind  students  that  we  listen  with  our  eyes  and  our  
Higher  Level  Thinking:  Questions  to  engage  students’  thinking   ears.  
• Remembering   -­‐ Engage  students  with  video  
• Understanding   -­‐ Turn  and  talk  with  what  they  heard  (share  out)  
• Applying     -­‐ Work  through  virtual  textbook  activities/videos  
• Analyzing   -­‐ Model  with  students  the  expectations  for  worksheet  
• Evaluating   -­‐ Work  with  students  on  expectations  for  worksheet  
• Creating   -­‐ Direct  students  back  to  their  desks  to  work  
  independently  
   Webb’s  Depth  of  Knowledge   -­‐ Invite  students  back  to  carpet  for  closure  
• Recall/Reproduction    
• Skills/Concept    
• Strategic  Thinking   Webb’s  Depth  of  Knowledge:  
• Extended  Thinking   -­‐ Strategic  thinking/applying:  to  categorize  loud  and  soft  
Accommodations:  Differentiating  to  meet  students’  needs   sounds  
• Remediation/Intervention   -­‐ Analyze:  consider  why  sounds  are  important  
• Extension/enrichment    
     Methods,  Materials  and  Integrated  Technology   Accommodations:  
• Instructional  techniques   Work  at  back  table  with  Mrs.  Dewey  while  I’m  circulating.  
• Engagement  strategies    
• Materials  and  Integrated  Technology  list   Extension:  
  Add  more  of  students’  own  ideas  of  loud  and  soft  sounds  
 
 Methods,  materials  and  technology:  
-­‐ Document  camera  
-­‐ Computer  
-­‐ Worksheet  
VI.  Modeling:  I  Do   -­‐ Model  cutting  
   SHOW/TELL  (Visual/Verbal  Input)   -­‐ model  my  thinking    
         What  will  I  show/demonstrate  for  students?  What  will  I  tell  them?   -­‐ model  pasting    
   HOW/WHAT  (Questioning  and  redirecting)  
         How  to  do  as  well  as  What  to  do  
 
VII.  Checking  for  Understanding    “How  did  you  know”  (heard  it  before,  it  is  hard  to  hear,  
Samples  of  questions  to  be  asked   it  is  easy  to  hear)  
Ways  in  which  students  will  respond  and  be  engaged    
Formative  assessment  strategies  to  be  implemented   “Why  would  it  not  go  on  the  other  side?  
 
 
VIII.  Guided  Practice:  We  Do   -­‐ try  another  picture  together-­‐  decide  what  side  it  needs  
   What  do  the  teacher  and  student  do  together?   to  go  on  
   How  will  a  gradual  release  of  responsibility  be  accomplished?   -­‐ have  students  share  thinking  about  how  they  knew  
  what  side  to  put  it  on  
   
IX.  Collaborative  (You  Do  Together)  and/or  Independent  Practice  (You  Do)    
   What  practices  will  be  demonstrated?   Students  will  work  independently  to  cut  and  paste  on  their  own  
  worksheet.  
 
X.  Closure    
   How  will  the  ‘I  can’  statement(s)  be  reviewed?   Read  “I  can”  statements  together.    
   How  will  students  be  involved?    
   What  connections  to  future  learning  will  occur?   Ask  students  to  continue  listening  for  different  sounds  and  
  figuring  out  why  they  are  important.  
 
XI.  Assessment   Monitor  and  walk  around  room  when  students  are  working  on  
   What  evidence  supports  that  the  target(s)/objective(s)  were  met?   their  worksheet.  
   What  do  my  students  know,  understand  and  are  able  to  do  now?    
   What  formative  assessments  will  be  used  to  inform  instruction?  
   Students  will  complete  a  worksheet  where  they  need  to  
categorize  loud  and  soft  sounds.  There  will  also  be  one  multiple  
choice  question  to  get  students  thinking  about  why  sounds  are  
important.    
 
Since  this  lesson  is  a  kick-­‐off  for  the  new  unit,  this  assessment  
data  will  be  used  to  determine  what  they  know  well  and  what  
areas  we  will  need  to  spend  more  time.  
XII.  Reflection  (Questions  to  consider…)    
 How  do  I  know  that  the  objective(s)/target(s)  were  met?    What  is  my  
 evidence?  
 Based  on  the  data  gathered,  what  will  I  do  next?  
 How  well  did  the  students  perform/respond?  How  did  students  show  they  
 were  engaged?  
 What  evidence  do  I  have?  
 What  aspect  of  the  lesson  was  particularly  challenging  for  students?  What  
 will  I  do  to  help  the  student(s)  who  struggled?  
 What  will  I  do  to  extend  the  learning  for  those  students  who  met    
 target?  
 Were  there  any  surprises?    What  would  I  do  if  I  taught  this  lesson    
 again?  
 
Updated  August  2017