USF Elementary Education Lesson Plan Template (S 2014) Name: _____Summer Danet________

Grade Level Being Taught: 1st Subject/Content: ELA/Shared Reading Group Size:18 Date of Lesson: 10/27/2014

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
LAFS.1.RI.1.1 Ask and answer questions about key details in a text.
LAFS.1.FL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
LAFS.1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
LAFS.1.RI.3.7 Use the illustrations and details in a text to describe its key ideas.


Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)




How can the sequence of events help us retell a story?






Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

The student will be able to retell a story through the use of sequence of events on their own.






USF Elementary Education Lesson Plan Template (S 2014) Name: _____Summer Danet________
Grade Level Being Taught: 1st Subject/Content: ELA/Shared Reading Group Size:18 Date of Lesson: 10/27/2014


Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Why: Learning how to retell the sequence of events helps students to break down a story and better
understand the main idea of the story, and learn how to pick out important details.

Where: This particular lesson plan is building upon my students reading comprehension skills as well as
preparing them for an upcoming close read assessment.

Why: I am teaching the lesson this way to meet my students individual and diverse needs based upon
their unique interests.

Why: It is important for my students to learn this concept because it serves as a building block and a
foundational skill for multiple concepts they will learn in upcoming units, as well as other grade levels to
come.
Evaluation Plan- How will you
know students have mastered
your objectives?

Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?




Formative: The formative evidence will be the end of the week reading assessment, as well as students
daily journal entries on sequence of events.

Summative: The summative evidence will be observations or anecdotal notes on class discussions, and
small group discussions.
What Content Knowledge is
necessary for a teacher to teach
this material?





The teacher should have a basic understanding of sequence of events and retelling a story using key
details.






USF Elementary Education Lesson Plan Template (S 2014) Name: _____Summer Danet________
Grade Level Being Taught: 1st Subject/Content: ELA/Shared Reading Group Size:18 Date of Lesson: 10/27/2014

What background knowledge is
necessary for a student to
successfully meet these
objectives?

How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

What: Students should have background knowledge of how to describe characters, and how to pull out
important details from the text.
How: I will ensure students have this previous knowledge by introducing examples in my engage portion
of the lesson.
Who: My classroom consists of 17 students total; there are 10 boys and 7 girls.
What: I know that I have 8 ELL students, 2 students who have been retained, 1 student undergoing testing
for ESE support.
What: As far as student readiness I know that I have 1 student who does not communicate orally, I have
10 students that are below level, and 7 are on level. As far as their readiness for this particular content
based upon data collected from previous weekly reading assessments, and journal entries a majority of
my students have some prior knowledge on this content.

What misconceptions might
students have about this content?










Students may not understand that when you retell a story you are only telling about important details
rather than everything that happened throughout the story.



Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner work, etc.)







I will be utilizing guided release as I introduce my students to the content, read about it, talk about it,
create an anchor chart together, and then students will be released to apply their knowledge within their
reading notebooks. They will also be utilizing partner work during turn and talks.




USF Elementary Education Lesson Plan Template (S 2014) Name: _____Summer Danet________
Grade Level Being Taught: 1st Subject/Content: ELA/Shared Reading Group Size:18 Date of Lesson: 10/27/2014

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
Time





9:30





9:35


9:40



9:45



10:00




10:15







Who is
responsible
(Teacher or
Students)?


T/S





T


T/S



T/S



T/S




S
Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).


Students will be instructed to come down to the carpet table by table and will be
seated in a carpet square. Next I will introduce the topic we are focusing on and
ask students to explain what they think it means to retell a story and why it is
important. As a whole group we will briefly go over the sequence we are focusing
on today (first), and emphasize that we are only looking for important details.

I will introduce the text Billy Goats Gruff, and read the entire big book. During
my initial reading I will perform think-alouds.

Students will be asked to turn and talk to a partner about what happened first in
the story. During this time I will be walking around the carpet to listen to
students conversations, as well as take anecdotal notes if applicable.

Students will share out what happened first in the story, (focusing only on
important details). As students share out their thinking I will be recording it on
an anchor chart.

After completing our anchor chart as a whole group, students will return to their
desks and take out their reading notebook and a pencil. Students will be asked to
retell what happened first in the story Billy Goats Gruff. During this time I will
circulate the room to assist students if necessary.

Students will receive a check plus, check, or check minus when their work is
complete and they will read to self at their desk when they are finished.

USF Elementary Education Lesson Plan Template (S 2014) Name: _____Summer Danet________
Grade Level Being Taught: 1st Subject/Content: ELA/Shared Reading Group Size:18 Date of Lesson: 10/27/2014

What will you do if


a student struggles with the content? I will re-teach this content prior to moving into our close read
assessment. I will also expose students to cold read texts so they will be more familiar with the stories
when they are required to retell the sequence of events.

What will you do if

a student masters the content quickly? If students master the content quickly, and finish their journal
entry quickly I will have them also write to explain why retelling a story is important.



Meeting your students needs as
people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students? This could be related back to everyday situations such as having to retell about an event that

If applicable, how does this lesson connect to/reflect the local community?
Teaching my students this content will connect to the local community because it will teach my students
the concepts of push and pull for when they go grocery shopping.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)? Students will find objects that can be pushed and pulled and explain why.



How will you differentiate instruction for students who need additional language support?
Students will be provided with pictures evidence and clues will be provided as well as hands-on
experiences throughout the lesson.



Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

JM- Extra time will be allotted if necessary for formative assessments.

ELL students- Extra support with vocabulary definitions will be provided. Students will be allowed to
orally explain their reading journal entry to the teacher.

LS- Student will be allowed to utilize hand gestures, body motions, draw a picture on a white board, or
write words on a white board to explain her ideas during small/whole group discussions.
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Summer Danet________
Grade Level Being Taught: 1st Subject/Content: ELA/Shared Reading Group Size:18 Date of Lesson: 10/27/2014

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

CT (Erin Tucker), Billy Goats Gruff big book, anchor chart, student reading journals.