Amy Judy

March 3, 2015
Bluefield State College
Daily Lesson Plan

Subject: English Language Arts

Topic: Dinosaurs

Grade:

Length of Lesson: 30 minutes

First

Introduction/Essential Question: How does organized story structure (beginning, middle, and
end) lead to understanding?
Standard:

RLA.S.1.2 Writing

Objectives:
A: General:
RLA.O.1.2.3 Develop a simple story with appropriate sequence (e.g., beginning,
middle, end)
B: Specific:

Students will listen to the read aloud story Danny and the Dinosaur by
Syd Hoff.
Students will identify events from the read aloud as occurring in the
beginning, middle, or end of story.

Methods:

Read aloud story

Lecture and discussion
Create a sequence necklace

Copy of story Danny and the Dinosaur

White construction paper (pre-cut, students will receive a half a piece)
Hole punch
Yarn
Scissors
Crayons/colored pencils

Materials:

Direct Instruction (I do):

Students will gather on our classroom carpet to listen to the read aloud story Danny and
the Dinosaur. Prior to reading story, I will engage students by asking them, What if you
had a pet dinosaur? What games would you play with them? What would you do in a

day? Allow for a short five minute discussion to allow students to express their thoughts.
Following the discussion I will tell students that our read aloud today is about a boy
named Danny that visited a museum and ended up spending the day with a live dinosaur.
I will continue this lesson by reading Danny and the Dinosaur aloud to students. Upon
conclusion of the story, I will ask students what their favorite part of the story was and if
it occurred during the beginning, middle, or end of the story. I will continue by explaining
that all stories have a beginning, middle, and end and if one of those components were
missing, the story would not make much sense to the reader. As I conclude carpet time,
students will move back to their seats.
Guided Practice (We do):
On the white board I will have ten sentences from our read aloud story written. Sentences
are as follows, minus where each event occurred in story:
Danny and the dinosaur went all over town and had lots of fun. (Middle of
story)
One day Danny went to the museum. (Beginning of story)
Danny watched until the long tail was out of sight. (End of story)
Around and around the block ran the dinosaur, faster and faster and faster.
(Middle of story)
Lets go to the zoo and see the animals, said Danny (Middle of story)
Well goodbye Danny, said the dinosaur. (End of story)
As I read each sentence aloud to the class, students will have to decide where each event
happened within the story, either the beginning, middle, or end. I will write students
answers on white board beside each sentence. In the event that students disagree about a
certain event, I will write all responses on the board, then re-read the selection from the
story to prompt the correct response.
Differentiation:
Tier 1 learners: Will participate by listening to answers and be given the
opportunity to agree or disagree with the three choices.
Tier 2 learners: Will participate in classroom discussion of sequencing the events.
Teacher will re-read from the story the event in question to prompt students for
the correct responses.
Tier 1 learners: Will participate in classroom discussion of sequencing the events.
If responses are correct, students will be given a blank story map to fill in
additional events they can recall from the story and place them in either the
beginning, middle, or end boxes.
Closure:
As the lesson concludes, I will review with students that all stories must have a
beginning, middle, and end or the story will not make sense to the person that is reading
it. I will also review our sentences on the whiteboard, going over each event and where it
occurred within our read aloud.

Independent Practice (You do):

Students will create their own sequence necklaces. Each student will be given one half
of a sheet of white construction paper and asked to cut that paper into thirds or three pieces.
Students will recall the read aloud story, Danny and the Dinosaur. On the first piece of paper,
students will write an event that occurred in the beginning of the story, on the second piece, and
event that occurred in the middle, and on the last piece, an event that occurred at the end of the
story. As students complete writing the events, I will come around and hole punch each of the
three pieces of paper with one hole in the front and one hole in the back and distribute to student
a piece of yarn with the direction to place the events in order from beginning to end on the yarn.
If time allows students will be permitted to draw or color designs onto their necklaces. Each will
be displayed in our classroom while studying our unit about dinosaurs.
Assessment/Evaluation of Lesson:
To assess students knowledge, I will look at each sequencing necklace to verify that
students have demonstrated knowing that all stories have a beginning, middle, and end
and they have placed an event that occurred from the beginning of our read aloud onto
the first piece of paper, an event that occurred in the middle, on the second piece of paper,
and lastly an event that occurred at the end of the story on the last piece of paper.