SMU

Lesson Plan Framework

Name:

Colleen Farrisee

Subject/Grade:
Unit/Lesson
Topic/Essential
Question(s):

Date Turned
In:

Language Arts, 1st Grade

Date
Taught:

Wednesday,
3/4/2015

Teachers Initials & Date:

Shared Story & Comprehension

Silent Sustained Reading/Small
Group
Language Arts Centers

Time Limit:

~45 minutes

OBJECTIVES
a) Content Objectives
Learning Objective: Students will identify the setting (where and when) by using clues
from a shared story.
b) Language Objectives
Key Vocabulary
Students will be able to know the definitions of the different elements of story
structure. Characters and setting.
Language FunctionsStudents will be able to describe the different elements for the shared story.
Characters, setting and plot.
STATE STANDARDS
TEKS:
1.9 Reading/Comprehension of Literacy Text/Fiction Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from the text to support their understanding. Students are expected to:
A) describe the plot (problem and solution) and retell a storys beginning, middle, and end
with attention to rhe sequence of events
B) describe characters in a story and the reasons for their actions and feelings

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Lesson Plan Framework

Assessment
As a DOL, each student will be given a sticky note and instructed to write the setting and
title from a book in their book box.
By using clues from the story, I will write the setting for a book of my choice.
This DOL will be collected and observed to see how the students are grasping the
concept of using clues from the story to determine the setting.
Materials
Brain Pop video, Setting
https://jr.brainpop.com/readingandwriting/storyelements/setting/preview.weml
A Pocket for Corduroy by Don Freeman
Sticky Notes
A Seed for Sid by Jenna Walton (small group with me)

Procedures
A. Introduction/Motivation (~less than 5 minutes)
Students will whisper read the Learning Objective (LO) to their partner.
Teacher will read and discuss the LO to make sure students understand what they are
learning in the lesson.
B. Lesson Activities Sequence and Procedures:
Language Arts Mini Lesson (~around 15-20 minutes)
Teacher will review the terms characters, and setting with the students.
Setting is where the story took place; what time, over how much time, etc.
Characters
Teacher will show Brain Pop video called Setting.
Before reading teacher will have the students predict the story is about based on only the
cover. Teacher will read A Pocket for Corduroy. Teacher will ask students questions.
How do you know that this story is a fantasy?
Students will be asked questions to check for comprehension.
Who is the main character? Who are other characters in the story?
What is the setting? Where does the story take place? When?
What clues can you use to determine the setting?
The students will complete a DOL for their assessment to see how they are
understanding story structure, in particular setting.
By using clues from the story, I will write the setting for a book of my choice.
The teacher will collect the DOLs to help determine where the lesson needs to begin the
following day and which students need further help.
Silent Sustained Reading (SSR)/Small Group Work (15 minutes)
Students will read books from their book boxes during SSR. Each student will read in his

SMU
Lesson Plan Framework
or her own spot around the room (book nook). The books in the book box are books that
are on the students independent reading levels.
Meanwhile, the teacher will work with the emergent readers as a small group guided
reading. This weeks book is A Seed for Sid by Jenna Walton.
Students will read the story with the teacher. Afterwards, the teacher will ask the students
questions about the story. Students will popcorn answers out and teacher will not confirm
if they are correct or incorrect.
o Who is the main character?
o Where does the story take place?
o What clues helped you figure that out?
The teacher will then instruct them to take a sticky note and use A Seed for Sid to
complete their DOL.
C. Closure
Language Arts Centers **MOVED EARLIER DUE TO SWITCH OF TIMES
Students rotate through the language arts centers with their reading groups.
o Response: Students write the weeks topic in their response logs. The topics
come from their reading group books.
o Word Wall Words: Students use designated letters to play boggle. They are
instructed to come up with words using the weeks spelling patterns. The
students write a list of words on the back of a sheet. On the other side, the
students pick one of the words and write sentences using it as frequently as they
can.
o Computer: Students go onto different educational websites to practice reading
and comprehension. Example: www.abcya.com
o Listening Loft: Students listen to a book in the listening loft. After listening, the
students complete a sheet with
o Research: Students use a nonfiction book to write at least five facts about the
books topic. The students also draw two pictures with labels.
Posted at each center is a rubric, so that the students know what quality work is expected
from them. Students at all centers, besides computers, will turn in their work at the end of
centers. Teacher will use the different rubrics to grade the centers work.

Differentiation/Accommodations/Modifications
The students are divided into different reading groups based on their independent reading levels.
These reading groups are used for picking books out for book nooks and language arts centers.
The students are also divided into partners for this class. These partners are based on the
students independent reading levels, which are determined by the Developmental Reading
Assessment (DRA). The DRA is given to the students at the beginning of the year, middle, and
end to assess progress.