Updated Lesson Plan

School of Education Lesson Plan Format
Brenna Herting
PART A: PLANNING
Grade Level: 6th Date: Fall 2021 Date Lesson is Taught (if Applicable): 11/17/21
Targeted Content: Language Arts Integrated Content: Health Education
For Lessons Taught: # of Students: 22 # of Boys: 10 # of Girls: 12
# of IEP Students: 2 # of ELL Students: 1 # of High Ability Students: 1
State Content Standard and/or Common Core Standard(s):

This should be the content area, grade level and letter/number identification; the actual standard(s) should be written under this
heading. Divide the standards into the following two categories:
Target Standard(s): List the standard(s) you will be assessing through this lesson
Supporting Standard(s): List other standard(s) you will be addressing through this lesson (may or may not be assessed)
Targeted: 6.RL.2 Determine a theme or central idea(s) of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
Targeted:6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading
and content, choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or phrase.
Supporting: 8.8.1 State a health-enhancing concept and support it with accurate information.
Based on the 6-8th grade standards
Instructional Setting: Check all that apply:
Whole Group X Centers Other (list)

Small Group Workshop
Individual Student X Lab
Lesson Focus: Clearly articulate the focus of the lesson. Describe the focus in 1-2 sentences. The students will use evidence
from the article to answer questions like defining vocabulary words and identifying the main idea. They will also use evidence
from the article to support their answer of what a balanced breakfast is and respond to related questions.
Learning Outcome(s):
The outcome should begin with, “As a result of this lesson, students will...” or could start with the HOW “Using algebra
tiles, Comparing two maps, …” The outcome(s) must include: WHO-ACTION VERB-WHAT-HOW- HOW WELL
At the end of this unit, the students will be able to read and analyze an article for evidence in order to identify the central idea, at
an intermediate level of achievement, according to written response questions.
At the end of this unit, the students will be able to analyze an article for context clues that help to define key vocabulary terms, at
an intermediate level of achievement, according to written response questions.
At the end of this unit, the students will be able to choose nutritious foods from the food groups to build a balanced breakfast, at
an beginner level of achievement, according to written response questions.
Assessment Measures:
List assessments that will be used during and/or after the lesson. Divide them into the following two types of assessment:
Formative Assessment(s): assessment that takes place during the lesson
Summative Assessment(s): assessment that takes place after the lesson
Please note: You may or may not complete a summative assessment for the lesson, but you will need to include formative
assessment measure(s).
Formative assessment: While reading, students will turn and talk to their peers on questions about text features. “How does the
graphic of the food groups help you understand what each country enjoys for breakfast?”, “Why do you think some countries
don’t include one of the food groups in their breakfast?”, “What information does the map give you?”, and “Why do you think
there are so many bright colors in this article?” The teacher will asses the learning through observation.
Summative assessment: Short response questions on a worksheet included at the bottom of this document
Differentiation: Describe how you will differentiate content, process and/or product for specific students during this lesson.
I have a female student on an IEP because they are visually impaired. They will receive an article with a 25% increase in font
size.
I have a male student on an IEP because they have autism. They will exit the room with a paraprofessional during this activity to
complete the reading and worksheet in a quiet, focused setting with lots of one-to-one help. If this is not feasible, then they can
choose to sit at a table, near the teachers desk, by themselves and use noise cancelling headphones.
I have one female ELL student who came to the US from Argentina a few years ago and only speaks Spanish at home. With
limited English academic vocabulary, she will also be given an online version of the article where she will be able to listen to a
recording of the article again if needed and can highlight any word to receive the definition and pronunciation. She will also
receive sentence frames and word banks for the short answer questions.
I have one male high ability student that gets fidgety and can cause behavior problems if not challenged. To accommodate their
needs I will give them an article on the same topic, Breakfast Around the World, but it will be written at a 10th grade reading
level (his documented reading level) and have more difficult assessment questions. He will also be allowed to work at his own
pace.
Materials: List all of the materials necessary for delivering instruction include the list of materials ready like the page of a
student book and the materials to prepare such as copies, equipment to set up, manipulatives, etc.
Teacher:
20 original copies of the article Breakfast Around the World and the worksheet
1 copy of the article Breakfast Around the World and worksheet with a larger font size
1 copy of the article Breakfast Around the World and worksheet written at a 10th grade level
link to online version of article https://fns-prod.azureedge.net/sites/default/files/tn/FNS_FMHL_6th_InfoText%202.pdf
sentence frames and word banks for short answer questions
white board
dry erase markers
go noodle video
Student:
highlighters
PART B: DELIVERY OF INSTRUCTION
Introduction: Describe how you will engage the students.

We will do a think, pair, share activity to start. Their prompt will be different things they like to eat for breakfast in the morning. I
will call on a couple of students to share and then I will ask students if they have ever eaten spinach pie or yam porridge before? I
will ask them if it sounds like something yummy they would like to eat for breakfast?
Procedures for Teaching and Learning:

Describe how the lesson will be implemented in a numbered, step-by-step list. There are several ways in which you might
formulate your list of steps. It will depend on the content you’re planning to teach. For example, you might include the steps of
the Gradual Release of Responsibility if you’re teaching students to read or write. You might take the 5E inquiry approach to
formulating your list. You might include steps for teaching in a workshop format. No matter the framework, make sure that your
steps are sequenced, detailed, and organized.
1. While reading the article I will switch between me reading out loud, choral reading, and students volunteering. This
will require the students to pay attention to where we were at in the article and follow along. I will also use proximity if
I can tell a student is beginning to become off task. (I do, we do)
2. First, I will hand out an article to each student. For the title we will choral read. Then I will start out by reading the first
section out loud. When we get to the word “customs” I will have everyone highlight it together. I will continue to read
the bulk of the text aloud, but volunteers will read the captions. We then will choral read the heading of the second and
third section and I will ask for volunteers to read each cell of the table aloud for the rest of the article. We will highlight
the additional vocabulary words when we come to them. (I do, we do)
3. I will remind the students that when they are reading aloud they should sit up tall, read slow and clear, at a voice level
of 3 so everyone can hear them. (You do)
4. Formative assessment: While reading, students will turn and talk to their peers on questions about text features. “How
does the graphic of the food groups help you understand what each country enjoys for breakfast?”, “Why do you think
some countries don’t include one of the food groups in their breakfast?”, “What information does the map give you?”,
and “Why do you think there are so many bright colors in this article?” (we do)
5. After we finish the article I will say, “context clues are hints found within a sentence, paragraph, or passage that a
reader can use to understand the meanings of new or unfamiliar words. We are going to look for context clues that give
hints to what our vocabulary words mean. I want you to highlight some clues in the article that help to define what
customs, culture and the additional vocabulary words mean.” I will give them a couple minutes to do so. (You do)
6. I will then start with the first vocabulary word “customs” and ask the students what it means. Then I will ask them
some words or phrases they found in the article that help them to know what the definition is. We will continue this
process for the rest of the vocabulary words. I will be writing them on the board in a T chart with the word on one side
and the context clues on the other side. (We do)
7. We will also talk about how you find the context clues and some of the definitions for the words in a box at the bottom
of the page called a text box or sidebar. (I do)
8. Lastly, we will review from the week prior what the central idea of a text is and how you can summarize information to
figure that out. During this, I will ask questions like, “Why is it important to start our day with a healthy breakfast?”,
“What foods can you eat to incorporate all of the food groups into breakfast to create a nutritious meal?”, “What
country had a similar breakfast style to the US and why was it similar?”, and “Which was the most different and why?”
(we do)
9. Since the students have been sitting still focusing for a while, I will play a short go noodle video for them to get the
wiggles out and be active, mentioning that exercise is also a healthy lifestyle choice. (you do)
10. Once we are done analyzing the article and doing a brain break, I will hand out the worksheet. They will complete this
worksheet independently as it will also be used to assess their learning objectives. (you do)
11. During the worksheet I will walk around the room answering questions, giving guidance and providing support to
students. Once they are finished they may silent read.
Closure: At the end of the lesson, engage in a closure to help students connect what they have learned to the real world. Allow
students time to expand on what they learned by applying it to real world situations or making connection to their own life.
As a closing activity I will write on the white board, “To have a nutritional breakfast, tomorrow I will eat....” and the students will
come up and add a food item or two that they will try to incorporate into their morning routine tomorrow.
Assignment: Optional
Worksheet talked about above and shown below

Updated Lesson Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Updated Lesson Plan

Uploaded by

Copyright:

Available Formats

School of Education Lesson Plan Format

Targeted Content: Language Arts Integrated Content: Health Education

For Lessons Taught: # of Students: 22 # of Boys: 10 # of Girls: 12

# of IEP Students: 2 # of ELL Students: 1 # of High Ability Students: 1

State Content Standard and/or Common Core Standard(s):

Instructional Setting: Check all that apply:

Whole Group X Centers Other (list)

PART B: DELIVERY OF INSTRUCTION

Introduction: Describe how you will engage the students.

Procedures for Teaching and Learning:

You might also like