Candidate Name: Course

Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 1 of 7
BACKGROUND
A. STUDENT DEMOGRAPHICS
1. Class

-1st grade
-16 students
-English Language
Arts
-Questions
2. Proficiency
Level

1 - Early
Intermediate

3 - Early
Advanced
3. Special Needs

0 - IEP
0 - 504
0 - GATE

4. Gender


8 - Male
6 - Female
5. Ethnicity

14 - Hispanic/Latino
2 - Filipino
6. Key Modifications and Accommodations:
Based on the needs of your identified students (see A1-5), what do you need to consider when planning this
lesson? Consider the accommodations and modifications necessary based on the following factors:

To make this lesson more relatable to my students, it could be helpful if I use literature that is multicultural. I
will need to make extra efforts to support my 3 ELLs, perhaps by partnering them with students who I am
confident will meet the objective with no teacher assistance. I could also pull them aside and work with them as
a small group of three.


CONTEXT
B. LESSON VISION
The purpose of this lesson, beyond meeting the ELA standards for California, is for students to better
understand one of our classroom rules. The rule is that students should Ask questions and dont be
afraid to make mistakes. I intend to model how to ask questions of a text, and students will practice
this as well. They will then apply this to their lives, asking questions of themselves and the world
around them.

Social Justice:
Throughout the year, students will be led through discussions and activities exploring major questions in history
and in our current world. We will work together to think deeply and brainstorm solutions to these questions.

C. STANDARDS
Key Content Standard (List individual grade-specific standards. Be sure to include Common Core and Subject-
specific California standards when appropriate)

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

2. Ask questions to clear up any confusion about
the topics and texts under discussion.
ELD Content Standard by Proficiency Level

Early Intermediate- 1. Ask and answer questions by using phrases or simple sentences.
2. Write one to two simple sentences (e.g., I went to the park)

Early Advanced - 1. Ask and answer instructional questions with more extensive supporting
elements
(e.g., Which part of the story was the most important?)
2.Produce independent writing with consistent use of standard grammatical forms. (Some
Candidate Name: Course
Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 2 of 7
rules may not be followed.)
D. OBJECTIVES
Content Objective

After a class read-aloud and a whole class
review of the characteristics of a question and
a response, students will be able to write at
least two questions that they want to answer
in first grade, and accompany these questions
with a drawing of a possible response (all
according to a rubric).
Academic Language Objective (By proficiency level
where applicable)

After a class read-aloud and a whole class review of the
characteristics of a question and a response, students will
be able to identify the difference between a declarative
sentence and a question on their worksheet. They will be
able to draw a picture of a possible response to a
question.
Modified Content Objective
Based on the modifications and accommodations in
A6, how will you modify the content objective for
the identified students?

Students at the early intermediate level will be able
to write one question that they want to answer in
first grade.

Students at the early advanced level will be able to
meet the standard content objective, with prompting
from the teacher if necessary.
Key Vocabulary

-question
-question mark
-response


ASSESSMENT
E. EVIDENCE OF LEARNING DIFFERENTIATION FEEDBACK
Identify the type of assessment will you use during the
lesson
Diagnostic - Question/Statement Introductory
Activity/Discussion
Formative - Read Aloud Kinesthetic Activity,
Discussion, Question Worksheet




How will you differentiate
the assessment?


Students who are at the
early intermediate level of
English language
development will only be
required to write one
question. Additionally,
some students who finish
early may be challenged to
draw a picture of a
possible response to their
second question on a
separate sheet.
How will you share
evidence of learning with
the students?

I will display students
work on a bulletin board so
that they will be able to
see all of the questions
and possible responses
that they developed as a
class. I will also count
beforehand the number of
questions that the main
character in the story asks
her mother, and give
students a report as a
whole class on how many
they were able to identify
correctly after our class
discussion.
F. MATERIALS AND RESOURCES
Candidate Name: Course
Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 3 of 7
What materials or resources will you need to conduct this lesson? Is technology needed to enhance this lesson? If
so list how.
I will need 17 copies of the assessment worksheet, a whiteboard or Post-It easel, whiteboard markers, The Chalk
Doll, pencils, and crayons.



G. PLAN DIFFERENTIATION FEEDBACK
LESSON INTRODUCTION ( _7_ mins)
Pre-Requisite Knowledge
Background Knowledge
Hook

1. I will have students repeat their objective after me
(in student-friendly language).
2. I will write 4 sentences on the board (2
interrogative, 1 exclamatory, 1 declarative) and
read them aloud to students.
3. I will ask students which sentences out of the 4 are
questions.
4. I will ask students to do a think-pair-share about
how they knew that those statements were
questions.
5. A few pairs of students will share out with the
class.
If some students are
struggling to determine
which statements are
questions, I might pair
them with another
student who has a
better understanding of
the topic, or ask them
prompting questions. I
might also make the
problem a bit simpler by
eliminating either the
exclamatory or
declarative sentence.


Student responses in our
discussion will serve as
my guide to how much
they know about the
difference between a
question and a
declarative or
exclamatory sentence.


LESSON BODY ( _12-15_ mins)

1. I will introduce the book The Chalk Doll,
modeling asking questions such as Who are
the author and illustrator of this story? and
Based on the pictures, what do you think will
happen in the story?
2. I will ask students to follow along by putting
a finger on their noses each time that they
hear a character ask a question.
3. Each time a character gives a response to
a question, I will ask students to place their
hands on their heads.
4. I will ask a few students to share why they
think that Rose is asking her mother these
questions (What is the purpose of
questions?).



How will you differentiate
the instruction?


As we read through the
book, I will have students
turn and talk with partners
to explain why they
thought that example was
a question or a response.
The kinesthetic portion of
this activity also serves as
a way of informally
assessing students, which
will further inform the
types of questions that I
ask students throughout
the lesson.
How will you check for
understanding?


Student responses in our
discussion, as well as their
signals while reading the
story, will show me that
they understand what a
question and a response
are, and why we ask
questions.
LESSON CLOSING ( _10-15_ mins)
Restate the objective
Ask students to express what they have learned
How will you differentiate
the instruction?

How will you check for
understanding?

Candidate Name: Course
Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 4 of 7

1) I will have students turn to their same partner and
discuss 4 questions (2 questions per student) that
they would like to figure out the answer to in first
grade.
2) I will ask students to choose their favorite
questions from the 2 that they discussed with their
partners.
3) I will hand out worksheets and students, with help
from teachers, will write these questions on the
top portion of their worksheet.
4) Students will then draw a picture that could be a
possible response to a question. When finished,
they will share these with their partners and see if
their partners can think of examples of different
possible responses.
5) We will repeat our objective together as a class,
and I will ask students if they were able to meet
that goal.




In this activity, students
are brainstorming in
groups, working on their
sheets independently, and
then reconvening with
groups, allowing for a
variety of grouping
arrangements. When giving
directions, I will explain
verbally to the students
what I would like them to
do, and show them an
example of a fully
completed worksheet.
If students drawings and
questions meet the
expectations on the rubric,
then I will know that they
understand. In future
lessons, I will also ask
students to identify
questions and responses in
text so as to continually
check for understanding.

Candidate Name: Course
Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 5 of 7

Candidate Name: Course
Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 6 of 7

Candidate Name: Course
Number:
Date of Lesson:



LMU LESSON PLAN TEMPLATE
October 23, 2013
Page 7 of 7