UNLV Student: Kelley Ward PSMT Name: Ms.

Williams

Lesson Plan Title: Illustrations Lesson Plan Topic: Reading

Date: 9/5/18 Estimated Time: 25-30 mins/4 days

Grade Level: 1st School Site: Woolley ES

1. State Standard(s):
● Main Focus: RL.1.7​ Use illustrations and details in a story to describe its characters,
setting, or events.

2. Teaching Model(s):
● Whole Group
● Direct Instruction
● Cooperative
● Independent
● Lemov Strategies:
○ Technique: Precise Praise

3. Objective(s):
● Students will listen to an illustrated read aloud and use literacy skills (reading, writing,
discussion and listening) to. use illustrations to identify and describe the characters, the
setting or the events.
● I can use illustrations in a story to identify and describe the characters, the setting or the
events.
4. Materials and Technology Resources:
Teacher Materials:

● SmartBoard
● Elmo
● Pancakes for Breakfast Book
● Picture Books
● Story Maps(17)
● Graphic Organizers(17)
● Pencils (17)
5. Instructional Procedures:
a. Motivation/Engagement:
● TW CHAMP lesson to review learning and behavior expectations with students.
● TW Say:
● Conversation Level: “conversation level is a zero when the teacher is
talking”
● Help: “If you need help, please raise your hand and wait to be called on”
● Activity: “​I can use illustrations in a story to identify and describe the
characters, the setting or the events.​”
● Movement: “Please sit criss-cross applesauce with your hands in your
laps”
● Participation: “Eyes are on the smartboard and/or teacher and you have
listening ears”
● Success: “If you do all of these things, you will have a successful class.”

b .Developmental Activities or Learning Experiences:

(DAY 1)
1. Read aloud a short excerpt from a book of your choosing.​ Do not share the book’s
illustrations, but instead, have students listen carefully, and then create an illustration to go with
the text.

2. Allow students to share their illustrations.​ Have students explain why they chose to depict
what they did, and how the picture correlates with the story they just heard. Explain that
pictures, or illustrations, are an important element of storybooks, and they can help us
understand the elements of the story, including the characters, setting, and plot. Point out that
illustrations can also provide valuable clues when one gets "stuck" on a word one doesn’t
understand.

3.​ Explain that just as listening to a story creates a picture in our minds, looking at a picture can
create a story in our minds. Show students a sample illustration from a large picture book of
your choosing, preferably one that is unfamiliar to students. Cover up the text so that the
students are focused on the illustration.

4. Discuss with students which elements of the story they can discern simply by looking at the
picture. Can they identify who the characters are and what they might be like? What about the
setting? Where or when might the story take place? Can they describe the action that is taking
place? Can they guess what one or more of the characters is feeling and/or thinking?

5. Flip to the next page, again covering up the text. Based on the second illustration, see which
ideas about the storyline seem to be correct. Can students discern something more about the
storyline? What elements of the illustrations are most helpful in figuring out information about
the story? Discuss specific techniques the illustrator used to “tell” the story. If students are
having trouble coming up with specific techniques, point out facial expressions on characters,
actions, body language, gestures, or clothing that help reveal information about the characters
or action of the story.

Independent Activity: ​ DAY 2

 ● Explain that some books rely entirely on pictures to tell a story. Divide the
students into groups of two to three. Distribute the picture cards and sentences to
them.
● Tell students they need to match the text to the illustration.
● Give the students time to complete this task.
● When the students are done have each group share their strategies on how they
knew the illustration and text matched.

c. Closure:
● DAY 4
● Read the book “Pancakes For Breakfast” Whole group.
● Have the students talk about the characters in the story with a partner.
● Release the students to fill out the rest of their graphic organizer.
● Recap what we have learned all week.

d. Extension:
6. Accommodations, Modifications and Differentiations for Diverse Learners:
● For my low students I will make sure I read slow and circulate around them more then
my high students. I will also make sure to answer any questions they have during their
reading.
● For my high students I will ask them to show evidence from the text.
● If the students aren’t understanding the concept I will not send them to fill out their
organizers we will go over it again.

7. Assessment and Evaluation of Learning:

a. Formative: ​Discussion/Participation, Story Maps
b. Summative: ​Final Graphic Organizer

8. Homework Assignment: None

9. Reflection:
This lesson went a little different then I had intended the students had a bit of a had time with

some of the instructions. They were a bit wiggly as it was about 10:30. I had to change it up and

improvise a little but it was all good. My teacher was amazing and helped me through it a bit.

She told me after that sometimes if they aren’t getting it, it’s better to just stop and move on and

re-teach the next day. So I still did the activity we just did it more one on one rather than

individually. And I changed the way I am going to teach it tomorrow so it comes from a new

perspective. We talked about the way I just need to focus really on them paying attention

because if they are wiggly and off task I’m going to have to re-teach again anyway, so it’s

important not to waste time.