Lesson Plan TemplateLesson Title: Sleeping journalGrade Level: 1st grade Learning Central Focus

Central Focus

What is the central focus for the content in the learning segment?

How to encourage and support First graders to develop good sleeping habits through regular reflection and evaluation.

Content Standard

What standard(s) are most relevant to the learning goals?

22.A.1b Identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing, and flossing teeth, eating practices, sleep, cleanliness).

22.D.1a Identify positive health choices and demonstrate ways to communicate individual choices.

22.D.2a Express opinions about health issues and communicate individual health needs

Student Learning Goal(s)/ Objective(s)

Skills/proceduresWhat are the specific learning goal(s) for student in this lesson?

Concepts and reasoning/problem solving/thinking/strategiesWhat are the specific learning goal(s) for students in this lesson?

1. Students will practice telling time in order to determine when they went to bed and when they arose for the day.

2. Students will keep a daily sleep journal for one week.

3. Students will assess how they feel at school, given the amount of hours they slept.

4. Students will compare the amount of sleep they get to that of their family members and to that of a cat.

Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson?

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?  

1st graders must know how to tell time on a clock in order to keep a sleep journal.

These students are continuing to develop a consciousness of cause and effect. This lesson can make a meaningful connection between lack of sleep and sleepiness during the day.

Common errors, developmental approximations, misconceptions, partial understandings, or misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson?

A seven year old child typically experiences moments of light sleeping or even restlessness during the night. This experience, known as night waking is sometimes a result of a nightmare, but most often because of the natural cycle of sleep that a child undergoes.

These children will be shown that it is possible to calm one-self down in the troubling darkness of the night, and

How will you address them for this group of students?

to return to one’s sleep without being afraid. Exercises learned in class will help at these moments: closing eyes, deep breaths, pleasant thoughts, listening to the quiet of the room.

Instructional Strategies and Learning TasksDescription of what the teacher (you) will be doing and/or what the students will be doing.

Launch____4______ Minutes

How will you start the lesson to engage and motivate students in learning?

Read one story from Amanda Bean’s Amazing Dream; kid’s stories about dreams which combine good sleeping habits and adventure in the realm of dream land.

Instruction___10_____ Minutes

What will you do to engage students in developing understanding of the lesson objective(s)?   

How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?  

What will you say and do? What questions will you ask?

How will you engage students to help them understand the concepts?

What will students do?

How will you determine if students are meeting the intended learning objectives?

Students will take 10 minutes at the beginning of the day to fill out their sleep journal.

The journals have pre-written questions which help the student evaluate how they are sleeping.

Firstly: How long are you sleeping each night? (In view of seeing a pattern).

Secondly: How long are other members of my family sleeping? (In view of seeing the differences in sleep according to one’s age).

In order to engage students, they will be asked to search the cause of their less-restful nights of sleep with options suggested, like eating sugary foods, watching television or playing on a computer until the moment of bed-time etc…

Student’s journals must be filled out every day during one week. Even if they do not know how long they slept on a given night, it is most important that they begin to make a correlation between getting enough sleep and feeling energized throughout the day.

Structured Practice and Application_____20___ Minutes

How will you give students the

-Students will be paired up to make a ‘sleep slogan’ poster, to be hung in the classroom and hallway.

opportunity to practice so you can provide feedback?  

How will students apply what they have learned?

How will you determine if students are meeting the intended learning objectives?

-At the end of the week, the teacher will have gathered all the data on the length of the students’ sleep and put it into a poster graph. The graph will illustrate correlations between the amount of sleep and attitudes (Sleepy, grumpy, distracted, normal, happy, energized etc…).

-A class discussion will accompany this graph in order for the teacher to give feedback on the correlations.

Closure_____1_____ Minutes

How will you end the lesson?

A peaceful, three-toned chime will be rang by the teacher to indicate to the students that they need to finish their sleep journal.

Differentiation/ Planned support

How will you provide students access to learning based on individual and group needs?

How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Whole Class: Each student will be encouraged to get at least 11 hours of sleep each night, which research recommends for this age group. The student will do a short research project on how many hours an animal sleeps to see the differences between an animal and them. (Exploring such topics as hibernation and nocturnal animals).

Groups of students with similar needs: Since sleep is vital to the success of every student, the first graders ‘slogan posters’ will be placed throughout the school in order to encourage this health promotion with all the students in the school.

Individual students: Some student’s journals and behaviors will show a sleep deprivation. Parents of these students will personally receive a brochure, endorsed by the school, which explains good sleep habits, as well as a link to a page on the schools website which explores this topic of sleep: http://healthwebproject.weebly.com/lesson-plans.html

Students with IEP’s or 504 plans: Any student with a disability will fill out their sleep journal with a teacher’s aid. This journal will also be sent home with the student every day, so that the parents can help fill in certain items, like the number of hours that the child sleeps.

Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings:

Student interactions

How will you structure opportunities for students to work with partners or in groups?  What criteria will you use when forming groups?

Students will be paired in groups to make the ‘sleep slogan’ poster.

Students will reflect together every day at the beginning of the sleep journal lesson about the benefits of sleep by talking about the short story taken from Amanda Bean’s Amazing Dream.

What ifs

What might not go as planned and how can you be ready to make adjustment?

Many students could be forgetful or unaware of how many hours they slept each night. Thus, letters will be sent to their parents, explaining this sleeping journal, in order that they could help their child determine how long they slept each night.

Theoretical principles and/or research–based best practices

Why are the learning tasks for this lesson appropriate for your students?

Sleep Deprivation: Not getting enough sleep can lead to serious problems, and students will already be able to understand this in how they feel at school, given the amount of sleep they had in a night.

Sleep Cycle: Looking at what happens to our body when we sleep helps a student to see the importance of an activity which is otherwise motionless to the eye.

Materials

What materials does the teacher need for this lesson?

What materials do the students need for this lesson?

The teacher will need a big clock with a second hand, which can be handled by the students for practicing time telling, poster paper and markers.

Each student will need a binder for a sleep journal, paper and pencil.

Academic Language Demand(s):What language function do you want students to develop in this lesson?  What must students understand in order to

be intellectually engaged in the lesson? Students will develop the ability to tell time. Additionally, students will be able to express how they feel after a nights sleep, thus assessing their attitude: sleepy, grumpy, distracted, normal, happy, energized etc…What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

Health promotion, sleep duration, sleep deprivation, attitude.What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in

learning tasks and demonstrate their learning for this lesson? Students will write in a personal sleeping diary everyday for one week. Students will listen to a book about dreams and respond to the teachers questions about the book. Students will manipulate a clock in practicing time telling.

What are your students’ abilities with regard to the oral and written language associated with this lesson? Students have very basic writing skills, and will thus be given very specific questions that do not require much articulation, like how do you feel after last night’s sleep?

How will you support students so they can understand and use the language associated with the language function

and other demands in meeting the learning objectives of the lesson? Students will be asked to respond affirmatively or negatively to language based items of this lesson: “Can you think of anything that deprived or kept you from sleeping well last night?”

Assessments:Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s).  Attach

a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Type of assessment(Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Analyzing teachingTo be completed after the lesson has be taught

What worked?What didn’t?For whom?

Adjustments

What instructional changes do you need to make as you prepare for the lesson tomorrow?

Proposed Changes.

If you could teach this lesson again to this group of students what changes would you make to your instruction?

Whole class:

Groups of students:

Individual students:

Justification

Why will these changes improve student learning?  

What research/ theory supports these changes?