KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Alyssa Madara Date: 11/30/18

Cooperating Teacher: Mrs. Jackson and Mrs. Steigerwalt Coop. Initials

Group Size: 23 Allotted Time: 1hour Grade Level 1st grade

Subject or Topic: Lean on the Pictures Section 934

STANDARD:
CC.1.3.1.A Key ideas and details theme
- Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CC.1.2.1.A Reading informational text
- Identify the main idea and retell key details of the text.

I. Performance Objectives (Learning Outcomes):

- The students will be able to identify the importance of the story.
- The students will also be able to retell the story that is read in the class and
answer certain questions.
- The students will be able to use the pictures throughout the book to determine the
key details as well as the main idea.
II. Instructional Materials
- Adventure of the Superkids book, Story: Fiddlesticks
- Ice cream paper for each student
- Anchor chart- “Lets lean on the pictures”

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

Prerequisite Skills:
 - Basic understanding of how to use the pictures in the book to see what is going on
in the story.
- Be able to read on grade level.

Key Vocabulary:
- Memory words: do, have, show, how, me, and a
Big Idea:
Students will be able to understand the Superkids book, Fiddlesticks by using the
strategy, lean on the pictures. This strategy will help the students determine importance
and be able to retell the story.

IV. Implementation
A. Introduction
- The teacher will start the lesson on by talking to the students about the new
strategy that they will be using. Explain to them that they will “lean” on the
pictures to help them determine different aspects of the story.
- Explain to the students what “lean” means and how they will not actually lean on
the book but work with the pictures and see what they mean to help determine the
important facts of the story.
- The teacher will introduce the anchor chart to the students, “Lets lean on the
pictures”
 Step 1: Touch the page- tell the students that they will be touching each
page when we go on them.
 Step 2: Look at the pictures- explain to the students that they will look or
“lean” on the pictures to see what is going on.
 Step 3: Say what is happening- the teacher will explain to the students that
they will make predictions of what is happening on the page.
 Step 4: Read the page- explain to the students that they teacher will read
the page to the students.
 Step 5: Continue onto each page- explain to the students that they will use
these steps on the next page.
 B. Development
 “I do”
- Starting on page 32, the teacher will tell the students to look at the pictures. The
teacher will ask the students what they see.
 Possible answers: “fiddlestick” characters: Oswald, Tic
- After all of the students’ answer, the teacher will have the smartboard read the
first page to the students and model how to “lean” on the pictures. The smartboard
highlights each word as it reads and puts the picture of the page on the board.
- The teacher will discuss the important ideas like, “what is Oswald talking to the
Superkids about?”
- On page 33, the teacher will model to the students how to “lean” on the pictures
to see what is happening on this page. The teacher will give some key words that
they see on the page: passing the fiddlestick, the kids are all in a circle
- The teacher will then have the smartboard read this page to the students, once the
it has bee read, the teacher will ask, “what does the next kid do when Oswald
passes on the fiddlestick?”
 Possible answers: “the kid will continue the story Oswald started and then
pass the fiddlestick to the next kid to continue the story.”
- On page 34, the teacher will model for the last time how to “lean” on the pictures
to see what is happening on this page. The teacher will give some key words to
help the students understand what to look for: Jessica is blowing a big bubble,
speech bubble-Oswald is talking.
- The teacher will then read this page to the students and ask the students what is
going on and to see if they were right when they leaned on the pictures.
- The teacher will use recall details from the pictures and ask the students, “what is
the title of the story Oswald beings to tell?”
 Answer: The Bubble Gum Story
- The teacher will then ask the students, “Who is the first character Oswald
introduces in the story?”
 Answer: Jessica Twinkle
 “We do”
- The teacher will then continue onto page 35 and pick on multiple students to show
how they “lean” on the pictures on the page, the teacher will assist the students if
necessary. Ask prompts to the students like, “what is happening first?” and “Is
anything important going on right now by looking at the pictures?”
- The teacher will then read the page to the students and ask if the prediction was
correct.
- The teacher will then turn to page 36 and pick different students to show how
they “lean” on the pictures on the page, the teacher will assist the student if
necessary.
- The teacher will then read the page to the students and ask if the prediction was
correct.
- On page 37 the teacher will pick one last student to use the strategy and ask them
to “lean” on the pictures.
- The teacher will then read the story, after reading ask the students if they were
correct and ask them what is going on right now.
 Answers: Jessica asks for help
- The teacher will ask the students to put a thumbs up or thumbs down if they
understand the strategy so far.
 “You do”
- On page 38 the teacher will stop and have the students look at the pictures and see
what they think will happen.
- The teacher will explain to the students to think of what they thought was
important and what they “leaned” on but do not share it. This will help the
students independently think of what to look for on each page.
- The teacher will tell the students to whisper what they think is going on the page
and tell them to “hold it tight into their hands and not let anyone hear it”
- The teacher will then read the page and after ask the students, “why does the
pelican bite the bubble?”
 Answer: to pop it and help Jessica get unstuck
- The teacher will then ask the students, “what happens once the bubble pops?”
 Answer: Jessica starts to fall and she calls for help.
  This will help the students determine what is important on this page.
- The teacher will then ask students to share what they thought was doing and how
they “leaned” on the picture for help. Teacher will say “let the bubble out and say
what you said in your hands.”
- Before going onto page 39 the teacher will instruct the students to do the same
thing that they did for page 38, lean on the pictures for clues but not to share what
they think.
- The teacher will then read page 39 and then ask the students, “does Jessica get to
the ground safely?” and “how?”
 Answer: yes, and she gets on the pelican’s back and the pelican flies her
down to the ground.
- The teacher will then ask the students what they will do before reading the next
page.
 Answer: “lean” on the pictures to see what is going on and get clues of
what will happen.
- The teacher will then read page 40 and 41 to the students and ask the students,
“what happened in the story?”
- Once the students were able to share what happened in the story, the teacher will
then explain to the students that they will be able to pick out their favorite part
from the book and draw a picture of it and write a sentence about it.
- First the teacher will talk to the students about what recalling means. Tell the
students that they will be recalling information from the story to remember what
their favorite part was.
- Also explain to the students that it should be an important part of the story.
- The teacher will then hand out the “ice cream paper” that has lines for the
students to write on and a blank box for the students to draw a picture.
- The teacher will remind the students that they are drawing a picture from the story
that was their favorite part and writing a sentence of the picture.
- Also remind the students that they can use their Superkids book to go back and
look for an important event that happened in the story.
 - As the students are working on their papers the teacher will walk around to make
sure students are staying on topic.
C. Closure
- Once the students have finished their writing as well as their drawling the teacher
will share a few of them to the class.
- The teacher will then collect the papers from the students.
- Once the teacher has collected all the papers, the teacher will review the anchor
chart to the students and explain to the students that they can now use this strategy
when they read stories.

D. Accommodations/Differentiation
According to the students IEP’s they will all need assistance in certain things like
keeping them on task.
If needed, student C will move to the front of the room to see the anchor chart.
If needed, student O will receive more time on the assessment part.
If needed, student S will receive more time on the assessment part.

E. Assessment/Evaluation Plan
Assessment Approach:
1.Thumbs up, thumbs down
Evidence:
1.Students will show understanding of the
strategy before moving onto the “I do”
part during the lesson.

2. Retelling of the story 2.Students will show their understanding

of the strategy by writing a sentence about
the story and drawing a picture.
*Students should also be able to use
appropriate colors when they color.

Assessment Scale:
2.Retelling of the story
Proficient: Student is able to draw a picture of their favorite part in the story and write a
sentence about the picture that they made.
Basic: Student was able draw a picture but was not able to write a full sentence to
describe what they drew.
Below basic: Student was not able to draw a picture and was not able to write a full
sentence to describe what they drew.
V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)
The students were able to retell the story that I had read to the class and I was able
to ask them certain questions and they were able to answer the questions. The students’
assignment was to recall an important part in the story and write a sentence and draw a
picture of it. The students wrote the words how they thought they sounded and then I
wrote the correct word underneath so they could see how it is spelled. All the students
were able to recall an important event in the story and write a sentence about it. The
students were also able to use the strategy to identify key pictures on the different pages.
The students were able to follow along with the story and make prediction about what
would happen on the page from the pictures. At the end of the lesson I told the students
that they are now able to use this strategy on all of the Superkids stories that they read
from now on.

Remediation Plan
Somethings I would change about this lesson would be the introduction when I
actually taught the lesson. I did not introduce the anchor chart and I had to back track to
the chart and some students were confused when I went back to the chart. I also would
like to add an extra assignment for the students who finished before the other students.
Some students did not finish in time and I actually had to have one student finish later
because of time and I told the other students to read other stories in the Superkids book
while they were waiting. I would also like to go over the memory words before the story
and have the students pick some out. I would also add groups with the students when they
go onto the paper to work together and pull the lower level students with me so I can
scaffold their writing.

B. Personal Reflection
Throughout the lesson I thought of different things to do and I changed some
things during the lesson. I did not do the thumbs up thumbs down, I forgot to do that after
I taught the lesson. I also wish I introduced the strategy steps before reading the book but
I forgot to do that. I was able to introduce the strategy after the first page was read, this
made the students a little confused, they said “wait what are we learning”. I picked this
strategy because of the different academic levels in my class, some students cannot read
well so I wanted to pick a strategy that could involve the pictures on each page. The
students did read this story before so they had an idea of what was going on but they were
able to look at the pictures more and I told them that this is something that they could use
on any story that they are reading. I also decided to use the smartboard the whole time to
read to the students so that I could monitor the students and make sure they were
 following along. The smartboard highlights the words as it reads and some students were
even reading along with the reader.

3 questions that I had before teaching the lesson:

1. Will I be able to teach the strategy to the students?
I was able to teach the strategy to the students, when I first started
the lesson I did not introduce the strategy. I forgot to introduce it
and when I finished the first page I went back and went over the
steps. Once I was able to teach the steps, the students were able to
understand and be able to learn how to use them.

2. Will the students be able to recall important details to write on

their papers?
The students were able to all recall an important fact from the story
to write on their papers. They were able to go back in the story and
copy from the book and look at the pictures. I should have
explained how to recall a little better for the students to understand
and know what to do.

3. Will I be able monitor all the students while having the

smartboard read the story?
I was able to monitor the students and walk throughout the rows
while the smartboard read the story. I decided to have the
smartboard read the whole story instead of having me read it so I
could walk around and see what the students were doing. I did not
have the Superkids book so I had the smartboard read it.

VI. Resources
Adventures of the Superkids. (2009). Middleton, WI: Rowland Reading Foundation.
This is the Superkids paper that the students wrote on.