CT Observation II

USF Elementary Lesson Plan Template (Linear Format)

Name: Amber Rodriguez
Grade Level: First
Subject: Reading
Grouping: Whole
Concept: Details in a text using illustrations
Date: 11/5/14
Lesson Goals:
Standard: RL1.7: Use illustrations and details in a story to describe its characters,
setting or events.
Essential Understanding/Big idea: Describe a character or setting using details
from the story and illustrations. How does the text of a story and its illustrations
support the description of a character and/or setting?
Objective: After direct instruction, students will be able to describe an event from
the story Who Will Help using one piece of evidence from the text and one
from the picture with 100% accuracy using the rubric to assess.
Rationale: Students should be learning how to connect a storys illustrations with
its text to describe a character, setting and events.
Evaluation Plan:
o Formative: Discussion questions; T-chart
o Summative: Character and setting activity
Content Knowledge:
Teachers should know: How to connect description of events, setting and
characters in the text using illustrations and details written in the story.
Students should know: How to describe a character, setting and event in a story.
Illustrations can help comprehend a text. Illustrations and text in a story are
connected.
Misconceptions: Students may not understand that sometimes an event, character
or setting can be described by just the illustration. For example, a story may not
tell the setting but the illustration may (as seen in Pig Goes to the Party.)
Students may say that there is no setting of the story since it does not say it in the
text. I will address this when going over the T-chart. I will write the setting of the
story and explain how I found it only by looking at the picture.
Methods:
Method choice: Direct instruction, teacher modeling
Step by Step Plan:
Hook: Do you ever see a picture of something, or see something outside/on
T.V/in a book, and connect them? For example, you see a cloud in the sky and
read a book about it to learn about it and see pictures of different types of clouds?

State purpose of the lesson to students: When we read, we can learn more about
the book by looking at the pictures and reading the text closely to help us
comprehend it. Explain to students that is why we connect what we see in real life
to things we learn about will also help us comprehend what we learn.
Step by step inclusion of what you will do, what you will say, what you will ask,
what you will model:
o Review finding main idea from pictures AND using the text.
o Discuss that you can use pictures and text to find details about characters
and setting as well.
Guided Practice: I will read aloud Pig Goes to the Party and we will be creating
a T-chart together. One side will be describing a character with details from the
illustrations, while the other side is describing a character with details from the
text. Remind students that there are some things that we can read in the text to
describe a character, setting or event that is not in the illustrations (and vice versa)
so it is important to pay close attention to both while your reading. Example tchart:

Illustration

Text

Little Juan is not sensible (smart)

because he is dressing up a pig.

Little Juan was not always a sensible

boy.

The boy is silly because he is dressing

up a pig.

So Little Juan took one of his mothers

dresses and put it on the pig!
Little Juan is sneaky

Mother is mad because she is making a

mad face and pointing her finger

Little Juans mother was so upset that

she could hardly speak!

Setting: Outside in the yard.

Under a tree. In the mud puddle.

* Remind students that even though the

text doesnt say where the setting is,
you can look at the illustrations to find
out *

Little Juan dresses up a pig

So Little Juan took one of his mothers

dresses and put it on the pig!

o Create T-chart during the read together as a class. Ask student to volunteer
and share their ideas.

Independent Practice
o Have students work in groups (2-3 students) and read Who Will Help?
Students will choose one event from the story. Explain to students that I
modeled a character, and they will be writing about one event. Students
will describe one event using at least one detail from the story and one
detail from the illustrations. Example:
One event is the bears make a mess. I know this because in the
illustrations I see a messy kitchen and in the story Ben says look
at this mess.
Write a starter sentence for students to use on the board. An event
that happened in the story is ___________. I know because in the
pictures ________________ and in the text it says
_____________.
Closure of the lesson:
o If time allows, have students volunteer to share. Paper will be taken as a
summative assessment.
o Rubric: + Student wrote one event, and gave one detail from the text and
one detail from the illustration.
from the text or one detail from the story. - Student wrote only one event
from the story and did not give any detail from the story.
Inclusion of the timing of each section: Total: 30 minutes. Model/direct
instruction: 15-20 minutes. Independent practice: 10-15 minutes.

Levels of Differentiation:
Connection to students: Students should practice these skills when reading
independently to strengthen their IRLA skills.
Connection to community: Students will be learning to connect what they read
and see in different books, media, and other aspects of their day.
Content differentiation: Content is differentiated using data from student IRLA
levels
Language differentiation: N/A
Enrichment differentiation: If students finish early, they may choose a character
from the story to draw a picture of and write a sentence describing them.
Grouping: Whole
Specific accommodations: Allow low level students to dictate response instead of
writing them down.
Materials:
What instructional materials will you use: Large poster paper, Florida Treasures
book stories Who Will Help? and Pig Goes to the Party.

Explain your choice of these materials: Pig Goes to the Party will be used to
model instruction and Who Will Help? will be used for student practice. Large
poster paper will be used to model the t-chart graphic organizer.
List any outside resources you used:
CCSS
Florida Treasures by Macmillan and McGraw-Hill
IRLA: Independent Reading Level Assessment Framework by Jane
Hileman and Gina Zorzi Cline. American Reading Company 2013.