AUSL/NLU Lesson Plan Template

Name: Nicki Marek Time: 12:30-12:55 Subject/Topic: Community Builder Date: December 4, 2013

Objective
CCS: N/A
Objective (SWBAT):
The students will be able to
create a link in their family chain.
discover familiarities with the teacher and their classmates.
Assessment / Exit Ticket: The exit ticket will be the completed strip of construction paper.
Vocabulary/Key Concepts/Word Wall: community, family, relationships, relate, commonalities
Materials / Technology: Pencils and crayons, pre-cut strips of construction paper, overhead projector, whiteboard, glue (teacher)
Modifications / Accommodations:
The teacher will read the directions aloud to the students who are not able to read.
The teacher will check in with and walk by Janiyahs seat every 2-3 minutes. The teacher will give explicit directions and give quick
reminders to Janiyah so she is completing the task successfully.


Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review
The students will enter the classroom by grabbing a half sheet of paper. The directions for the do now will be on the overhead, as well as an example sheet of paper. (The
teacher will read the directions out loud).
Directions: Take one piece of paper. Write your name and date on the top left. Number your paper 1-3. Answer the questions in COMPLETE SENTENCES.
On the example paper:
1. If you had to eat one food for the rest of your life, what would it be?
2. What is your favorite subject in school?
3. If you had to take one thing with you on a deserted island, what would it be AND WHY?
The students will have about four minutes to complete the do now after the teacher reads it aloud. The teacher will be circulating, monitoring the students, answering any
questions a student may have, as well as reminding the students to answer in complete sentences (capitalization and punctuation).
I notice ___________ is writing her favorite subject at a level 0. I notice ______________ is answering in complete sentences. Youll have about one more minute to finish
up.
Ill know youre ready when your pencils are down, and youre in sitting position. I know ___________ is finished and ready to move on. __________ is sitting ready at a level
0 waiting patiently, Im impressed!
You have ten seconds before your pencil is down, into sitting position. in 8.7...6.2._____ youre almost there! and in 0. Pencils are down, sitting position, Im
checking!

Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.
Good morning third grade! As you know, Im Miss Marek and Im going to be your other teacher in the classroom for the rest of the year! To me, its really important that I get
to know every one of your names and that we become familiar with each other so we can have a fantastic year. So today I had you come in and do a different kind of do now.
Were going to be using this later as our rough draft, so go ahead and just put it in the corner of your desk for now.great! So today were going to create something using
this information, to become familiar with each other and see what we have in common! Lets take a look at our objective for today! The teacher will review the objective
with the students, explaining what they are going to be doing,Because we are a classroom, community, and family, its important we realize that we have each other to help
learn and support. Most of the time, its easier for Ms. Marek to turn to someone for help when I know them well. So today Im going to get to know you, and you me by
creating our classroom chain. Each of you is an important link to our family. You are going to create a link on a piece of construction paper with your name and the
information on your do now. When we are finished writing and decorating it, Ms. Marek will link the papers together to create a chain that we can hang up in our classroom.

Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit): The students then will make their way to the carpet. Im looking for
scholars in perfect sitting position so that I can call their table to the carpet. The teacher
will call the tables over.
When we get back to our seats, Ms. Marek is going to pass out a strip of construction paper
to you. Its going to look like this. Lets pretend that this long strip, is your strip of
construction paper. You will take your paper, and write your name on the left side of the
paper. Let me show you. Eyes on the overhead(teacher will scan). Write your name big
enough so that your neighbor can see it, but do not write it bigger than half your strip. (Ms.
Marek will write her name as an example). You will write in pencil for now, and can decorate
later. Because we are mature and responsible, we wont be arguing about the color we get,
nor will we be trying to trade papers. You get the color you are given. Any questions so far?

Pay attention now, because Ms. Marek is going to model it for you on exactly how it should
look. Eyes on me Were going to still use our pencil and copy down what we wrote for
numbers one through three. Your number one will go here. By raising your hand, remind me
what number one was asking? Good, so for Ms. Marek I think that one food I would put down
would be macaroni and cheese shapes! MMM theyre delicious! (The teacher will model for
students where number one will go). Raise your hand, and tell me, what other things did you
put? Those are tasty ideas, and dont worry if you did not get a chance to share you will
later!
The teacher will repeat this with numbers two and three, modeling for students, asking
briefly what they had written down.

I do:

Sitting position.
Eyes on Ms. Marek.
Level 0.
Ask, ask, ask
We do (guided practice):
The students will then head back to their seats to copy and follow directions with their
construction paper. Ms. Marek is going to come around and place the strips in your bins, you
are not touching anything yet. You will wait for me to ask my paper captains to hand out the
strips. You are to go back to your seat at a level 0, sitting position. What are you doing
__________when you go back to your seat? Are you touching anything?
Sitting position, whos looking like a scholar and will go back to their seats first? _________
you are looking wonderful, head back to your seat.
The teacher will call all students to go back to their seats. Paper captains when I say go I
want you to hand one strip per person at your table. Absolutely level 0. Lets see which table
can do this the quickest and the quietest and get back into ready position, GO!
The teacher will count down.
We do (guided practice):

Level 0.
Writing their name on the paper.
Writing their three pieces of information on the paper.
Decorating their paper.
Turn and talk with partner about commonalities, level 1.
Share out answers.

Over the
shoulder
Ask, ask, ask

When I say GO, at a level 0, youll write down your name and three answers on your paper
in complete sentences just like I modeled for you on the carpet.. Ill know youre finished
when your pencils are down and youre in sitting position.my example will be hung up for
all of you to see to use as a guide. GO.
The teacher will circulate, monitoring students, checking for over the shoulder CFU so that
students are completing the task correctly.
I see that most of us are finishing up, you have about thirty seconds to finish writing. In
10.6.3...1.and 0. ________ made it just in time! __________is looking like a scholar in
sitting position!
Now, I promised you youd have time to share out what your answers were. Im going to give
you about a minute and a half to turn and share with a partner what you wrote down for
numbers one to three. Ask yourselves, did you have anything in common? Be ready, because
Im going to cold call on students when were finished, and you need to be able to tell me
what YOUR PARTNERs answers were. So pay attention when you and your partner are sharing
and comparing answers. ____________how much time am I going to give you? Raise your
hand, what are you sharing with your partner? Good and be prepared to tell me what your
partners answers were! Ready? Turn and talk!
Ill give you about 15 seconds left!....10..6..4.. The teacher will do an attention getter
to bring students back to whole class. CLAP CLAP CLAP CLAP. CLAP SNAP SNAP STOMP. Eyes on
me. I heard some great accountable talk in my T-P-S! Raise your hand if youd like to share
with me what your partner would eat for the rest of their lives. The teacher will have 1-2
students share out before cold calling on another. The teacher will do the same for
questions 2 and 3. Ms. Marek will also ask students if they had any similar with her.
You do (@ Bats):
Once they are finished sharing, students will then be able to decorate or color their strips of
paper before they put their link in the chain.
Now, Ms. Marek is going to give you the opportunity to decorate, color, and make your link to
our chain look creative. You can color your name or make it into fancy letters, you can draw
your family, your favorite food, or whatever it is youd like to include on your link that you
want others to see. For example, Ms. Marek would draw a dog, because I have a dog at
home. I would draw a pizza, because I also love pizza. I would also draw a book, because I
really enjoy teaching reading. Am I going to draw something inappropriate? NO! You will
have about 5 minutes to complete this. Feel free to draw on the back. Are there any
questions? When I say GO, at a level 0, you may take out your crayons and begin decorating
your link.GO.
The teacher will give students about 5 minutes to finish creating their link, while she
circulates and talks with students. The teacher will then have the students pass in their
links.
When you come back from lunch, Ms. Marek will have the chain made and hang it up in the
classroom!
You do (@ Bats):
Writing their answers on the paper.
Decorating and drawing on their paper.
Exit Ticket
Over the
shoulder

End
Summarize & review content. Preview next days lesson.
Someone remind me, why did we make this chain.think about it.what is the reason or the purpose for making it, and linking them together? The students will share
out. Now that I know more about you all, I feel more comfortable being around you, and everytime me or you, or Ms. Griffith walk in the classroom, well know by looking at
that chain, that were a family and we are there to support each other and help each other learn.