Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Nicole Mora
1st/ELA
Closed reading/writing
Andrews

Lead
Teacher:
District:
School:
Time
Allotted:

Cople
LTUSD
Tahoe Valley
Elementary
50 min

Materials, including technology:

Wonders Literature Anthology The Pigs, The Wolf and the Mud. smartboard for
writing from sentence frames.
Standard(s), including literacy for all content areas and/or SMP

CCSS.ELA-LITERACY.RF.1.4.B

Read grade-level text orally with accuracy, appropriate rate, and

expression on successive readings.
CCSS.ELA-LITERACY.W.1.2

Write informative/explanatory texts in which they name a topic,

supply some facts about the topic, and provide some sense of
closure.
How will learning be assessed at the end of the unit/learning cycle (summative):

Student writing will be reviewed by teacher to check for facts from the story in the
writing.
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1.The

student will read grade level text orally.

DOK

The student will write citing facts from the text.

DOK

2.

Connections to past learning or experience, building background

Students will recall animal and human habitats that have discussed during this
weeks ELA lessons.
Essential Vocabulary

Definitions

shelter

a building that protects you

materials

the things used to make something else

Sierra Nevada College Lesson Plan

collapsed

something that feel down

Strategy for teaching new vocabulary

This vocabulary is taught throughout the week during ELA work

Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Students will book walk as they read

each page of the story The pigs, the
wolf and the mud. The class will
discuss
Characters
Setting
Events
Vocabulary
Predictions
Following the story students will talk
with table mates about what the pigs
will do next. Each table team will
share ideas with the class on what the
pigs might do now.
Students will now write about how the
pigs will rebuild their hut. Class
discussion of what the hut will need
reviewing what items the old hut has
by referring to the text.
Students begin writing with the ideas
we have brainstormed of what the hut
needs and the sentence frames
First, the pigs______.
Next, the pigs______.
Then, the pigs______.
Students will create a non-linguistic
representation of the house they wrote
about in the house frame.

Instructional Strategy

estimate
d time

guided reading
group discussion

12 min

pair square share

5 min

brain storming
find text evidence

5 min

individual practice

15 min

non-linguistic
representation

10 min

Closure : specific activity to review content

Students will share the part of the hut they think is most important to keep the pigs
safe from the wolf.
Teacher Candidate Reflection on the lesson (after delivery)

Sierra Nevada College Lesson Plan

[Type text]
SNC: April 3, 2014