DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Mikayla Mackert Grade Level: 3 Title: Body Systems/Digestive System
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
22 Students
12 Boys
10 Girls
Karter IEP for Behavior, Speech
Jonas Health Plan, ADHD
Nivia Speech
Callie Speech
Boston High Level Learner
Matthew High Level Learner
Bethany WIDA level 4, Low Level Learner
Kayden Low Level Learner
Donovan Low Level Learner
Daphne Low Level Learner
MaKenna Low Level Learner
Ronn Low Level Learner
Shaniah Low Level Learner
Behavior Concerns: Hayzn, Brandon and Jonah cannot sit next to each other or work in a group together. They
cannot stay on task when they are together. Karter has frequent outburst of emotions, especially when feeing
confused or frustrated. Jonas will often be distracted and off task. The class in general, has a hard time focusing
and listening. Constant reminders must be given.
Classroom environment: Students desks are arranged in tables of 3-4. Low level learners are placed towards the
front of the room. There is a SmartBoard at the front of the room, frequently used for lessons. There is a carpet
space at the front of the room used for whole group lessons if students are having a hard time focusing. There is
a carpet space at the back of the room with a small white board used for whole group instruction.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Human

Development and Relationships Standard III: Students will

understand and respect self and others related to human development and relationships.
Objective I: Summarize the functions of the skeletal and muscular systems. A. Name the
major body systems and their functions. (SIOP 3)
Content Walk-Away: I
system. (SIOP 1)

will identify and label the different organs included in the digestive

Language Walk-Away: I

will read and write about the process of the digestive system. (SIOP 2)

Vocabulary: Digestive

system, mouth, saliva, esophagus, stomach, small intestine,

nutrients, large intestine, waste (SIOP 9)
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Students
will answer questions, and discuss with others appropriately throughout the lesson.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL (Bethany) - Vocab

Content Walk-Away Evidence (Summative): Students will read, and correctly write the
answers to questions in their My Body booklet about the functions of the digestive
system. Students will correctly label and glue the organs of the digestive system onto
the body diagram.
Language Walk-Away Evidence (Summative): Students will read, and correctly write
the answers to questions in their My Body booklet about the functions of the
digestive system.

Approx
.
Time

cards with visuals are

provided.
IEP (Karter) He may
want to work on his own
in another room. Terry
will assist him, and help
to monitor his behavior.
She may also help with
writing if necessary.
High Level Learnersmay assist others who
are struggling. They
may also find additional
facts about the
digestive system.
(SIOP 4, 5, 20)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Boys and girls, we are going to continue our unit about our bodies. We are going to learn all about the
digestive system today. Your digestive system breaks down the food that you eat, and gives you energy.
Before we learn about our digestive system, lets learn some vocabulary words. (Teach vocab, using
PowerPoint). These are some words we are going to see in our reading today when we read about the
digestive system. (SIOP 6, 7, 8, 9, 10, 11, 18, 21, 27, 28)
Formative assessment:
Learning Goal
Students learn new vocabulary,
and prepare for lesson.

Success Criteria
Students have an understanding
of the meaning of vocabulary
words.

Assessment Strategy
Students are actively engaged in
the vocabulary review.

Modification/accommodations: visuals provided to support vocabulary. (ELL, IEP, GATE, etc.)

Focus Lesson (I do it)
Lets look at our learning goal for this lesson. (Read objective, and post it on board). Today we are going to
learn all about our digestive system, and the organs included in it. Im going to read the questions out loud
first today, then with a partner you will read the information, and answer the questions. (Read out all the
questions on page 5). Lets look at this diagram of the digestive system, and I will read the information out
loud to you. (Read information from the Big Book, and show the diagram of the digestive system). Lets also
watch this video that will give us even more information. (Watch BrainPop video). (SIOP 4, 6, 7, 8, 12, 21, 23,
24, 28)

Formative Assessment:
Learning Goal
Students are listening, and
following along as I read the
questions out loud.

Success Criteria
Students are actively listening
and following along as I read out
loud. They are preparing to
answer questions with a partner.

Assessment Strategy
Students are actively engaged,
and following along in their
booklets as I read out loud.
Students are actively engaged in
the video.

Modification/accommodations: I will read out loud to assist those who are low level learners. Terry will

work with Karter to help him stay focused, and to reduce frustration.
Collaborative/Cooperative (You do it together)
Now, I want you to work with a partner to answer questions 1 through 3. I will assign your partners. You will
need to take turns reading the information on page 7a first, then go back and answer the questions together.
(SIOP 4, 5, 6, 13, 21, 23, 24, 25)
Formative Assessment:
Learning Goal
Students will complete questions
1 through 3 in their My Body
booklet, on page 7, about the
digestive system.

Success Criteria
Each question will be answered
correctly.

Assessment Strategy
Students will complete questions
1 through 3 in their My Body
booklet, on pages 7, about the
digestive system.

Modification/accommodations: Partners will work together, and will be assigned according to reading
levels. Terry may assist Karter with writing if necessary.
Independent (You do it alone)
Once you have completed all of the questions with your partner, I want you to color and cut out the different
organs of the digestive system. Glue them onto the diagram of the body in the correct place. I want you to do
this on your own so I can see what you know. Then, underneath that, write one more interesting fact you
learned about the digestive system. It can be from our reading, or something you saw on the video. (SIOP 6,
12, 13, 15, 16, 17, 20, 21, 23, 24, 25)
Summative Assessment: Students correctly complete all questions given about the digestive system.
Students correctly label and glue the organs of the digestive system onto the diagram of the body. (SIOP
29, 30)
Modification/accommodations: Terry may assist Karter with writing if necessary.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Now that we have read all about the digestive system, and answered some questions, I want you to turn to a
partner next to you, and tell them what you learned that was interesting. (Students share with each other).
Now lets look back at our learning goal. (Read objective). We accomplished our learning goal for the day, and
we will continue talking about our bodies for the rest of the week. (SIOP 27, 28)
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Have booklets printed, and ready.

Needs to be completed in approximately 40 mins.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?