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Name: Amanda Hobb Date: 3/13/17 Subject/area: Literacy

Grade level: First Grade Approx. Amt of Time: 1 Hour (four 15 minutes stations)

Lesson Planning Template


Standards, Goals and Objectives
CCSS.ELA-Literacy.RL.K.3-With prompting and support, identify characters, settings,
and major events in a story.

Prerequisites (What students must already know/be able to do coming into the lesson):
What a book is.
What the parts of the story are (beginning, middle, end.)
What makes something a major event?

Materials Needed (Attach any handouts or worksheets):


Much Bigger Than Martin Book
Reading Worksheet attached

Learning Target: I can identify the part of a story.

Teaching Activity (What you will be Learning Activity (What students


doing/saying) will be doing/saying)
INTRODUCTION Listening to the story
Reading the story aloud to the class

MODELING Listening and asking clarifying


questions
Modeling what parts of the story was
beginning, middle, and end are and how we
know where they are including that they do
not need to repeat the words exactly.
Note the differences between the beginning,
middle, and end of a story not necessarily the
first and last pages.

MODELING/GUIDED PRACTICE Will be answering/ asking questions?


What is the beginning of this story?
How do we know?
What is the beginning?
What is a major event in the story
What is the end?
Is it always the last page/ paragraph of the
book?

INDEPENDENT/GROUP PRACTICE Working in groups to decide the parts of


Read passage as a group (popcorn reading) the story
Have them broken into groups where they will
discuss which part fits where.

INDEPENDENT PRACTICE Fill out the attached worksheet and be


able to explain why they chose each
Fill out following worksheet on their own can part as their beginning, middle, and
be on any story. Tell what happened and draw end.
pictures of the events.

ASSESSMENT (How I will know the students Students will need to be able to tell us
were successful in reaching the learning why they thought that was the
target): Review the story worksheet and have appropriate label for that part of the
them tell you why they chose that part. story.
Answers can vary.

Adaptations for diverse learners (How I will differentiate):


Have a parent, helper or teacher write the words that the child says. Can also use
storytelling cards so they have to place the stories in the correct order.