Design Document For Lesson Plan Elm 375

Elementary Education Program
Department of Teacher Education & Learning Sciences
Design Document for Lesson Plan
Name: Ally Schulze, Rebekah Byrd, Lucy Smith

Grade Level: 1st
Concept/Topic: Native American Heritage Month (Empathy)
Length of Lesson (in minutes): 15 minutes
Learning Objectives: What are your learning objectives?
Students will identify cultural practices and traditions in local communities and places around
the world.
Students will summarize ways that culturally, racially, and ethnically diverse people help shape a
community.
Students will explain how the experiences of people have contributed to changes in different
communities around the world.
Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?
I.1.3 Explain why or how a compelling question is important to a topic or issue.
1.B.1 Understand how culture, values, and beliefs shape people, places, and environments.
1.H.1 Understand how people and events have changed society over time.
Key Tasks/Activities: What are the key activities or tasks that you plan to use? What is your
rationale for why you have selected these particular tasks/activities to meet your learning
objectives?
Before starting with the read aloud and lesson we engaged students with a song about indigenous
peoples’ day.
Key tasks are to read the book to students while asking engaging questions to keep them
interested during the read aloud.
Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does not mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of your
handwritten anticipated approaches/strategies. Be specific - use your anticipated responses to
help you plan your questions in the lesson plan.
Students will use prior knowledge of what happens in the book to make predictions about the
text.
Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.
To provide scaffolding and further extend the learning objectives for students we will ask them
to relate the learning objectives to their own personal lives so that they can build connections.
We can also extend these objectives by asking students how certain events may have impacted
the characters so that they can start to develop empathy and understanding of other people and
cultures.
Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?
Creating awareness of others’ cultures and creating a classroom climate if mutual respect for one
another’s’ differences.
Assessment: Describe your assessment plan for the targeted learning objective(s). What specific
data/information will you use, and how will that data/information tell you that the students
have/have not met the objective?
Students can identify cultural practices and traditions in their community. Students can also
summarize ways that diverse people help to shape the community. Students will explain the
impact of how cultures have contribute to changes in the world. We will assess these
understandings based on the students responses to questions we ask and group discussion
responses.
Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
Content vocabulary
Indigenous- relating to or being a people who are the original, earliest known inhabitants of a
region, or are their descendants:
Heritage- something that one believes, thinks, or does that comes from one's family or ethnic
background; tradition
Empathy- Being able to understand how someone else feels.
Academic language
Infer- to make a guess based on facts and observations; conclude.
Predict- To say that an event or action will happen in the future especially as a result of
knowledge or experience
Classroom Management Plan: Explain how you will motivate students to engage in the lesson,
how you will set and enforce expectations, and how you will ensure that transitions are smooth
and efficient.
We will motivate students to engage in the lesson by incorporating songs and movement that
relate to the topic to gain their interest. We will also ask questions throughout reading the book
so that students are staying focused and engaging in discussion.
We will set and enforce expectations by having students raise their hands to answer questions
rather than shouting out their answers. We will also only call on students who are sitting on the
carpet and being respectful to avoid potential classroom disruptions. We will set these
boundaries before reading the book so students are aware of the expectations.
Resources
Bryant, C. D. (n.d.). What is Empathy? Talking with Trees Books. Retrieved November 18,
2021, from https://talkingtreebooks.com/teaching-resources-catalog/definitions/what-is-
empathy.html
Children's, Intermediate and Advanced Online English Dictionary & Thesaurus.

Wordsmyth. (n.d.). Retrieved November 17, 2021, from
https://kids.wordsmyth.net/we/?level=2&rid=19230
Children's, Intermediate and Advanced Online English Dictionary & Thesaurus.

Wordsmyth. (n.d.). Retrieved November 17, 2021, from
https://kids.wordsmyth.net/we/?level=2&rid=21122#:~:text=definition%3A,he%20enjoyed
%20reading%20adventure%20stories
“Indigenous Definition & Meaning.” Dictionary.com, Dictionary.com,

https://www.dictionary.com/browse/indigenous
“Predict.” PREDICT | Definition in the Cambridge English Dictionary,

https://dictionary.cambridge.org/us/dictionary/english/predict

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Elementary Education Program

Department of Teacher Education & Learning Sciences