Lesson Plan Form LBS 400

Candidate: Ana A.
Herrera

Subject: ELA

Grade Level: 1st

Grade

Date: 11/04/2015

Standard:
English Language Arts: RL 1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.

DESCRIPTION OF CONTENT & CONTENT TYPE

Students are learning that a story has a sequence; beginning, middle, and
end.
LEARNING OUTCOME (Objective)
Given read out loud students will retell (level of cognition) Little Red Hen
(content) by completing flow map and using time order words (providing
behavior activity).

DOK/ Cognitive Rigor Level: Comprehension

Language Demands: Vocabulary: Hen, Pig, Dog, Wheat, Cut, Mix, Bread,
Bake, First, Next, Then, Last

CURRICULUM CONNECTION (How lessons fit into larger sequence):

Prior to this lesson, students were learning a narrative stories in writers
workshop. They are preparing to write about how to do something.
Teacher wants them to learn how to sequence in prelude of future
assignment.

INSTRUCTION
A. ENGAGEMENT (MOTIVATIONAL ACTIVITY):
Anticipatory Set: Activate Prior Knowledge
Can somebody tell me what animal makes this noise?
Meow, meow, meow
Are you sure its a cat? Maybe its a bird?
What about this noise?
Wolf, wolf, wolf
This one is difficultwhat animal makes this noise?
Oink, Oink, oink
Finally, can somebody tell me which animal makes this noise?
Bock, bock, bock.
I know that Ms. Hernandez already read this story to you. Does
anybody remember the characters of the story?
Does the story take place in the city?
How do you know its a farm?

Student friendly objective: By the end of our lesson you should

retell (level of cognition) Little Red Hen (content) by using time order
words (providing behavior)

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activity)

Step#1:

Writes on the board the definition of retell, and draws four

boxes with the words First, Then, Next, Finally inside

a. T Input:

Today we are going to learn how to retell a story. That means that I am

going to retell you a story that I heard before. When you tell a story, you use
special words like First, then, next and last.
b. T Model: Read and touches each word of the definition.
b. Student Responses: Students choral read the definition. Student will think pair
share.

Step#2: Retell the story of Little Red Hen, Little Red Hen plants the
seed and use the word first.
a. T Input: I am going retell you the story of Little Red Hen. FIRST, there was a little
red hen that had seeds. She wanted to plant those seeds. She wanted help. She
asked the cat, the pig, and the dog for help and they said, Not I. So, the little red
hen planted that seeds. Tell your elbow partner what word you use to tell me the
first step.
b. T Model: As I tell the story, I use the cut off picture with magnets of the hen and
seeds and place it inside the box on the board with the words first. I touch the cat,
pig, and dog as I mention their names.
b.

Student Responses: Student choral read the word first. Student

will think pair

share the word FIRST to tell them what the first step of the story
is.

Step#3: Retell the story Little Red Hen, Little Red Hen cuts the wheat
and use the word then.
a. T Input: THEN, the wheat grew and it was time cut it. She knew it was going to be
b.

hard work so she asked for help but the cat, the pig, and the dog said, not I.
T models: As I tell the story, I use the cut off picture with magnets of the wheat
and place it inside the box with the word then. I put the hen to the box to
emphasize that it is the 2nd step. I touch the cat, pig, and dog as I mention their
names.
b. Student Response: Students choral read the word next.

Students will think pair

share the word then to tell the second step of the story.

Step#4: Retell the Story Little Red Hen, Little Red Hen mixes the flour
and use the word next
a. T Input: Next, she wanted to mix the flour in the bowl. She asked for help and
guess what happened. They all said, Not I.
b. T Model: I use the cut off picture with magnets of the bowl and place it inside the
box with the word next. I put the hen to the box to emphasize that it is the 3 rd
step. I touch the cat, pig, and dog as I mention their names.
b.

Student Response: Students choral read the word next.

Students will think pair

share the word next to tell the third step of the story.

Step#5: Retell the Story Little Red Hen, Little Red Hen makes bread
a. T Input: FINALLY, little red hen baked the flour and she made delicious bread. The
smell was everywhere. She then asked the cat, the pig, and the dog if they wanted
to help and they said, I do. But she said, No, this job is for me.
b. T Model: I use the cut off picture with magnets of the bread and place it inside the
box with the word finally. I put the hen to the box to emphasize that it is the 4 th
step. I touch the cat, pig, and dog as I mention their names.
b. Student Response: Students choral read the word finally.
Students will think pair
share the word finally to tell the second step of the story.

C.

APPLICATION ACTIVITY (Practice and/or Reflection): Guided

practice (students working

with teacher support on providing behavior activities)

Students get a page. They will fold it in four sections and put the
words first, then, next
and last. They retell the story by drawing what happened.
Afterwards, students will
divide in groups of four and each one will take a turn to retell the
story.

D.

MATERIALS & RESOURCES: What do you need for the lesson?

Make a list.

California Treasures (A Reading/ Language Arts Program)Little Red Hen

Cat, Dog, Pig, Hen Recorded Sounds
Cut outs with magnets: Hen, Cat, Dog, Pig, Seeds, Wheat, Mix Bowl, Bread
Board
Board Markers: Red for Definition/ Green for Title/ Black for the Boxes and the words
printed

V. ASSESSMENT STRATEGIES (Methods for obtaining Evidence of

Learning):
Formative (during the class): Teacher ask students to repeat what does retell
me. Student choral
response the answer.
Teacher ask students to think/pair/share what special words to use to retell a
story.
Summative (at the end of the lesson): Teacher ask students to write down
what retell means before
exiting the classroom.

VI. ACCOMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS

(Content, Instruction,
Practice): How will you help struggling learners or differentiate (challenge)
high achievers?
Modifications:
Differentiate (Challenge)
1. Cut offs of Main Characters
2. Visual Graphic Organizer
3. Spanish Translation
High Achievers
1. Add adjectives as you retell the story: What size was the wheat? How do you know
it was ready to cut?
2. Open ended questions: Where did the little red hen mixed the bowl? How do you
know its a kitchen?

VII. HOMEWORK (if appropriate): N/A

Graphic Organizer and Cut offs