College of Menominee Nation

Lesson Plan Model

Viewing and Visual Representation
Name: Miranda Fink
Lesson Title/#:

The Mitten, Lesson 4

Grade Level: First Grade

Learning Central Focus

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

The central focus of this lesson is reviewing The Mitten and using context clues to guess
animals within the story. Students will use the SMART Board to sequence the animals, match
the names of the animals with the pictures and use clues to predict which animal is being
described. This lesson will be done as a class review.

What to teach?
How much?

NA for EDU 238

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

WI.CC.RL.1 Ask and answer questions about key details in a text.

WI.CC.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
WI.CC.SL.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

NA for EDU 238

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

Students will:
Predict and identify (comprehension) what animals are being described from the book.
Order (knowledge) the animals in the correct sequence which they went into the mitten.
Match (knowledge) the animal picture with the animal name.

Concepts and
reasoning/problem
solving/thinking/strategie
s1
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
Conceptions
(Engagement of
Schema)

Students have a prior knowledge of using the SMART Board for class room reviews. Students
are familiar with the book and will have support from other classmates when needed.

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,
Developmental
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings
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

N/A

Instructional Strategies and Learning Tasks

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

Launch
__________
Minutes

The lesson will be introduced by asking the students what book they have been focusing on the past
few days, opening up different discussions within the classroom. This will get the students interested
in what will be happening and spark different thoughts and interests from the story. (3-4 minutes)

How will you start

the lesson to
engage and
motivate students
in learning?

(Exploratory
Introduction
)
Instruction
__________
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

Teacher will then tell the students that there will be a class review. Teacher will explain that students
need to catch their words and raise their hand if they know an answer, unless told different by teacher
for a certain slide. Students will all have a turn to participate, the first two activity slides each student
should only do one animal. Teacher should let students know that the review will be done strictly from
memory and the book will not be read or looked at until after. (1-2 minutes)

understand the
concepts?
What will students
do?
How will you
determine if
students are
meeting the
intended learning
objectives?

Procedures:
What will
you do? How
will you
introduce
lesson?
What will
you do step
by step?
Structured
Practice and
Application
__________

The first slide the teacher will go through each animal asking the students to say what the animals
name is aloud. Once all animals are named, teacher will call on one student at a time to move an
animal to the correct ordinal number position. Once all eight animals are listed, teacher will reveal the
answers to see if theyre right.

Minutes
How will you give
students the
opportunity to
practice so you
can provide
feedback?
How will students
apply what they
have learned?
How will you
determine if

The second slide contains the written name of the animal as well as a picture of the animal. Teacher
will call on eight different students, individually to complete one animal. Class will check answers at
the end.
The remainder of the slides contains a large question mark with three different clues. The teacher will
read the clues having students catch their words and raise their hand if they know the correct answer.
Teacher can choose if one student answers the question or if the class will answer the question at
once. Teacher will then reveal the picture, showing the correct animal. (10-15 minutes)

students are
meeting the
intended learning
objectives?

NA EDU
238
Closure
__________

The lesson will end with a transition of each student naming their favorite animal from the story and
why. Students will then be dismissed to recess. (3-5 minutes)

Minutes
How will you end
the lesson?
Important

Differentiation Whole Class:

/ Planned
Support
Students have assigned seats, which they will be seated in, to encourage correct and expected
How will you
behavior. Students know what is expected out of them when class reviews are being done, catch
provide students
your words and raise your hands, only speaking when told too, etc. Students
access to learning
based on
individual and
group needs?

Culture is a
consideratio
n.

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 with troubles focusing will be placed so the teacher can easily reinforce expected
behavior. Students with visual difficulties will be moved to better engage with the lesson,
depending on where SMART Board is located in classroom.
Individual students:
Students, who need their own copy of the SMART Board application, where they can do it at their
desk, will be available.
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.

RTI
Accommoda
tions and
Adaptations
are included
here.
Student
Interactions

Strategies for responding to common errors and misunderstandings, developmental approximations,

misconceptions, partial understandings, and/or misunderstandings:
This lesson can be done individually with students on paper, but the interaction and working together
as a class to complete it will help keep the students engaged.

This lesson is done as whole group instruction. Students are encouraged to work together when the
time permits. Working together as a class to complete the SMART Board application will help keep the
students engaged and focused.

How will you

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

NA EDU 238
What Ifs

N/A

What might not go

as planned and
how can you be
ready to make
adjustment?

NA EDU 238
Theoretical
Principles
and/or
Research
Based Best
Practices
Why are the
learning tasks for
this lesson

N/A

appropriate for
your students?

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

Students will need:

Pencil, if applicable
Hard copy of application, if applicable
Teachers will need:
Hard copies of application, if applicable
http://exchange.smarttech.com/details.html?id=139f26a8-e83b-46fe-93cb-a53de311bbab

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 will know how to work together as a group to complete a task. Students will be able
to voice their opinion during the transition which will benefit their oral speaking.

How are Productive

Language Skills &
Receptive
Language Skills
used in the
lessons? Give
examples.
What content specific terms
(vocabulary) do students
need to support learning of
the learning objective for this
lesson

Students should have a prior knowledge on all terms within this lesson.

What specific way(s) will

students need to use
language (reading, writing,
listening and/or speaking) to

Students will need to use their prior knowledge to complete this lesson as well as listening and
speaking to participate.

participate in learning tasks

and demonstrate their
learning for this lesson?
What are your students
abilities with regard to the
oral and written language
associated with this lesson?

There is no written language associated with this lesson unless otherwise stated. Students
complete this complete lesson orally.

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?

Each student will be engaged in the lesson, understanding how language is associated in the
lesson.

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. 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
assessment
(Informal or
Formal vs
Formative or
Summative)
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?

Class completion of
SMART Board
application.

Students will all participate.

Students can choose do work
independently with a hard copy.

Each student is engaged and

participating with the class review.

Analyzing Teaching
NA EDU 238

To be completed after the lesson has be taught

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

Proposed
Changes.

Whole class:

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

Groups of students:

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

Individual students:

Resources:
Attach each assessment and associated evaluation criteria/rubric.