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College of Menominee Nation

Lesson Plan Model

Name: Miranda Fink
Lesson Title/#: The Mitten, Lesson 2
Grade Level: First grade

Learning Central Focus

Central Focus
What is the central focus for
the content in the learning

The central focus of this lesson is to explore literary elements such as plot, conflict, resolution,
setting, characters, etc. Students will complete graphic organizers individually and as a class.
As a class, the conflict and resolution map will be completed together. The setting and
character map will be done individually.

What to teach?
How much?

NA for EDU 238

Content Standard
What standard(s) are most
relevant to the learning

WI.CC.RL.3 Describe characters, settings, and major events in a story using key details.
WI.CC.RL.7 Use illustrations and details in a story to describe its characters, setting or events.

NA for EDU 238

Student Learning
Goal(s)/ Objective(s)
What are the specific
learning goal(s) for student
in this lesson?

Students will:
Demonstrate (application) knowledge of literary elements by completing graphic
organizers based on the literary elements of the story.
Describe (comprehension) the different literary elements of the story within their
completed graphic organizers.

Concepts and
What are the specific

The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the
Making Good Choices resource for subject specific components.

learning goal(s) for students

in this lesson?

Use Blooms
Taxonomy Verbs
Consider Learning
Outcomes here.
Prior Academic
Knowledge and
(Engagement of

Students will have a prior knowledge on the literary elements- character, setting, conflict and
resolution. This story is hard for first graders to identify the problem and resolution which is
why it will be done as a class. Students will have read the story previously in class, there
should be background knowledge of the animals and setting. If not, teacher and students can
to a picture walk of the story.

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?

NA EDU 238
Common Errors,
Understandings, or
What are common errors or
misunderstandings of
students related to the
central focus of this lesson?
How will you address them
for this group of students?

NA EDU 238


Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

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

What will you do
to engage
students in
understanding of
the lesson
How will you link
the new content
(skills and
concepts) to
students prior
academic learning
and their
and community
What will you say
and do? What
questions will you
How will you
engage students
to help them

Students will be orally quizzed on what the literary elements are. Teacher should ask students:
Who can tell me what setting is?
Who can explain what a character is?
Whats the difference between a conflict and resolution?
The teacher will do a picture walk with the students, looking at the details of each page. Teacher will
encourage group discussion while looking at each particular animal and the setting of the story.
Engaging in different questions will get the students minds in the right set, thinking about what they
will write about and spark their memory of what happened during the story. (5-6 minutes)
Students will be in their assigned seats, teacher will bring up the application on the SMARTBoard to
work on two graphic organizers as a class. Students will participate with filling out these different
organizers. The Mitten maybe hard for students to find a conflict and resolution, which is why it will be
done as a class. There are two possible conflicts, the boy losing his mitten or the mitten not being big
enough for all the animals. Students should be catching their words and raising their hand if they have
something to say. What is the conflict? Why does this conflict occur? What are some ways the
conflict could be resolved? these are the conflict questions in the graphic organizer. The second part
of the graphic organizer that will be done as a class is the resolution map- How is the conflict
resolved? What happened after the conflict was resolved? How does the conflict and resolution
affect its character? (7-10 minutes)

understand the
What will students
How will you
determine if
students are
meeting the
intended learning

What will
you do? How
will you
What will
you do step
by step?
Practice and
How will you give
students the
opportunity to
practice so you
can provide
How will students
apply what they
have learned?
How will you
determine if

Students will all work on their tablet, going to the website that was given by the teacher. Students will
put their thumbs in the air once they are at the correct website page. Teacher will read each graphic
organizer out loud and answer any questions or assist in confusion. Students will then work
independently to complete their graphic organizers. Students will first work on the character map,
choosing any character from the story. Once students have completed the first graphic organizer,
students will then show the teacher and print off their competed organizer. Students will then start
working on the second graphic organizer which is about the setting. Students will complete this
independently with help from the teacher if needed. Students will complete as much of the setting
graphic organizer as possible, otherwise the remainder will be completed the following morning during
morning work. (15-20 minutes)

students are
meeting the
intended learning

How will you end
the lesson?

As students are completing their graphic organizers, students will print off their completed work. The
lesson will end with each student presenting a piece of their work to the class. Each student will
choose either the setting or a character from the story. Students will turn in their completed work into
the reading drawer.


Differentiation Whole Class:

/ Planned
Students will have assigned seats in their desk and know what is expected out of them when
other students are sharing their completed work.
How will you
provide students
access to learning
based on
individual and
group needs?

Culture is a

How will you

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


Groups of students with similar needs:

Students will be assisted by teacher if help is needed.
Individual students:
Students will have more time to complete an assignment if need be.
Students who have a hard time focusing will be placed strategically in the classroom, promoting
good behavior.
Students with IEPs or 504 plans:
These modifications will be done based off of individual students needs and will be done with the
students teachers, cooperating teachers, parents and other peers.
Strategies for responding to common errors and misunderstandings, developmental approximations,
misconceptions, partial understandings, and/or misunderstandings:
While students are working, teacher will be circulating the room helping with any questions or

tions and
are included
How will you
opportunities for
students to work
with partners or in
groups? What
criteria will you
use when forming

NA EDU 238
What Ifs

This lesson is presented as whole group and is encouraged for student interaction during the first two
graphic organizers. Students will help teacher complete these graphic organizers, keeping their
focused tied to the story elements. Students will be working independently to complete two of their
own graphic organizers.


What might not go

as planned and
how can you be
ready to make

NA EDU 238
Based Best
Why are the
learning tasks for
this lesson
appropriate for
your students?


NA EDU 238
What materials
does the teacher
need for this
What materials do
the students need
for this lesson?

Students will need:

Graphic organizer website
Teacher will need:
SMARTBoard and writing utensil
Graphic organizer website
The Mitten

Academic Language Demand(s): NA EDU 238

Use of Productive Language Skills (speaking, writing)
Use of Receptive Language Skills
(listening, reading)
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 are working on their language skills by presenting their completed work orally to an
audience. Students are also working on their summarizing skills, working on summarizing the
summary through literary elements.

How are Productive

Language Skills &
Language Skills
used in the
lessons? Give
What content specific terms
(vocabulary) do students
need to support learning of
the learning objective for this
What specific way(s) will
students need to use
language (reading, writing,

Setting- used to identify and establish time, place, and mood of the events in the story.
Basically when and where the story is taking place.
Character- any person, animal or figure represented in a story.
Conflict- struggle between a character and another person or object.
Resolution- finding an answer to a conflict.
Students will be participating in whole group instruction helping the teacher complete two
graphic organizers. Students will also be using their language skills by presenting their

listening and/or speaking) to

participate in learning tasks
and demonstrate their
learning for this lesson?

completed work at the end of the learning segment. Students will be listening to instruction to
see what is expected out of them once the example is completed.

What are your students

abilities with regard to the
oral and written language
associated with this lesson?

Students will be orally presenting their completed material. Students will not be writing
anything, instead they will be using their tablet to type their responses.

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

Students will raise their hands if any confusion is present, teacher will help with clarifications.


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. Informal assessment results from the teachers day to day spontaneous
observations of how students behave and perform in class. Formative evaluation is an evaluation conducted before or during instruction to facilitate
instructional planning. Formal assessment is preplanned systematic attempt to ascertain what students have learned. Summative evaluation is an
evaluation conducted after instruction is completed to assess final student achievement

Type of
(Informal or
Formal vs
Formative or

Description of

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?

Oral reading of graphic


Each student will present their

completed work.


Examination of both
graphic organizers.

Each student will complete their

work; extra time may be given if

This will show if each student

understood what was expected out of
them while filling out their graphic
Students will complete both graphic
organizers to the story The Mitten

Analyzing Teaching
NA EDU 238

To be completed after the lesson has be taught

What didnt?
For whom?
changes do you
need to make as
you prepare for
the lesson


Whole class:

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

Groups of students:

Why will these
changes improve
student learning?
What research/
theory support

Individual students:

these changes?

Attach each assessment and associated evaluation criteria/rubric.