No David Proper and Improper Behavior Lesson
1st Grade
Sarah Forth
A. Personalization / Individualization / Differentiation
Learning Goals. Who selected what is being learned?
o Teacher chose the book as well as the activities in the lesson plan.
Learning Activity. Who selected how it is being learned?
o The teacher will demonstrate what is needed to be completed by the
students but the students may learn additional things from the lesson
other than what was intended by the teacher.
Assessment of Learning. Who selected how students demonstrate their
knowledge and skills and how that will be assessed?
o Teacher will be observing the students as they execute the activities.
Teachers will assess the students progress as they complete the tasks.
Technology Selection. Who selected which technologies are being used?
o Teacher chose which technologies are being used to introduce new
technologies into the classroom.
B. Agency / Control / Ownership / Choice / Interest / Passion
Talk Time. During the lesson/unit, who is the primary driver of the talk time?
o Students will be discussing why they chose what they chose in the
activities and they will also be the ones reflecting as well.
Work Time. During the lesson/unit, who is the primary driver of the work time?
o Students will be the ones carrying out the activities but the teacher will be
the one reading the story to the students first. The majority of the work
time will be driven by the students.
Interest-Based. Is student work reflective of their interests or passions?
o Somewhat, the students may find that the topic at hand is something that
interests them or is a passion of theirs.
Technology Usage. Who is the primary user of the technology?
o Students will be the ones the smart board, and reflecting on the
applications being used.
C. Communication
Audience. How are students communicating?
o Students will communicate as a whole class, through class discussion on
the computer.
Communication Technologies. Are digital technologies being used to facilitate the
communication processes?
o Yes
o If yes, in which ways?
Padlet will be used to share thoughts amongst the students .
E. Authenticity / Relevancy
Real or Fake. Is student work authentic and reflective of that done by real people
outside of school?
o Yes, students will be reflecting on behavior that they know is acceptable
or unacceptable and they will think about what they know is good and bad
based off of their own actions as well as others.
Contribution. Does student work make a contribution to an audience beyond the
classroom walls to the outside world?
o Somewhat, the students work will help them know how to behave outside
the classroom as well.
F. Discipline-Specific Inquiry
Domain Knowledge. Are students learning discipline-specific and -appropriate
content and procedural knowledge?
o Yes
o If yes, is student work focused around big, important concepts central to
the discipline?
Students are reflecting on what behaviors are acceptable and not
acceptable.
G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative /
Entrepreneurship
Deeper Thinking. Do student learning activities and assessments go beyond
facts, procedures, and/or previously-provided ways of thinking?
o Yes, this activity will help remind students every day how to behave. It will
be daily reminder for them even after the activity is completed.
Initiative. Do students have the opportunity to initiate, be entrepreneurial, be selfdirected, and/or go beyond given parameters of the learning task or
environment?
o Yes, students will be able to think about how they will be able to take this
lesson and apply it to their every day lives on their own.
Metacognition. Do students have the opportunity to reflect on their planning,
thinking, work, and/or progress?
o Yes
If yes, can students identify what theyre learning, not just what theyre
doing?
Yes students will openly discuss through padlet what they learned
and how they will use this knowledge in their everyday lives.
H. Technology
Technology as Means, Not End. When digital technologies are utilized, do the
tools overshadow, mask, or otherwise draw the focus away from important
learning?
o No, technology in this lesson ill be a way for all students voices to be
heard in a fast and effective way.
Technology Adds Value. Does technology add value so that students can do their
work in better or different ways than are possible without the technology?
o Yes, without the technology in this lesson students would be subject to
using regular work sheets and would not be able to share with one
another on a larger scale. Students also wouldnt be able to show those
at home what they worked on and how they did together as a class.
Meaningful Technology Usage. Are digital technologies utilized appropriately and
meaningfully for the learning tasks?
o Yes, being first grade the technology tools are very straightforward. The
students are able to appropriately achieve the same goals using
technology and gaining the same opportunity of learning.
I. Assessment
Alignment. Are standards, learning goals, instruction, learning activities, and
assessments all aligned, both topically and cognitively?
o Yes
Authentic Assessment. Are students creating real-world products or
performances?
o While the activity they are taking part in will not physically be creating
something, they will be taking away behavioral expectancies for a daily
reminder.
Assessment Technology. Are digital technologies being used to facilitate the
assessment process?
o Yes, a rubric will be technologically created to help assess if they are able
to properly do the activities.
