Elementary Lesson Plan Template

Name: Amanda Hust

Key Content Standards (Integrated ELD): List the complete text of only the relevant parts of each content and ELD standard. (TPE 3)
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.
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects.

Cross-Disciplinary Connection: (TPE 3,4) Incorporating Visual and Performing Arts: (TPE 1,3)
ORGANIZATION

Visual arts: Illustrations in “All About” books. Students have the opportunity to be the illustrators of their own book.

Lesson Objectives: What do you want students to know and be able to do? (TPE 3)
Lesson 1
Students will:
 Participate in an interactive read-aloud with the book, “Secrets of the Rainforest.”
 Understand what a fact is (i.e. something that is true and can be proven.)
 Share facts about an animal they learned about in the book with a partner.
Lesson 2
Students will:
 Create a bubble map with the teacher (Interactive bubble map).
 Write at least three facts about their chosen animal in their bubble map.
 Research a fact about their animal and add this fact to their bubble map.
ASSESSMENT

Lesson 3
Students will:
 Draw a picture on each page of their “All About” book to represent each fact from their bubble map.
 Label pictures based on the facts about their animal
 Use transitional phrases and facts from bubble map to write their “All About” book. (One fact per page)
Lesson 4
Students will:
 Add detail to at least on page of their “All About” book

ENGAGEMENT

Edit work to use correct writing conventions (capitals, periods, plurals, spelling, etc.)
Lesson 5
Students will:
 Create cover page for their “Allow About” book by drawing a picture and listing themselves as the author and illustrator.

Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments, learning
experiences, IEPs)? (TPE 1,3,4,5)
Students have made a “How to” book before so they are familiar with what a transitional phrase is and how to create a booklet.
ACCESS & SUPPORT

Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3,5)
Students need to know:
 What a fact is
 How to identify facts about a given animal
 How to write legibly
 How to draw a picture about what they’re writing
Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5)
Backward Planning: What evidence will the students produce to show they have met the learning objective? (TPE 5)
Students will have created an “All About” book using the facts they’ve written down from their bubble map. They will also use transitional phrases
to write their books (i.e. To begin… Another fact about… Finally….). Students will have used appropriate writing conventions for first grade.)

Checking for Understanding: How will you monitor student learning to make modifications during the lesson? (TPE 1,2,3,4,5)
By:
 Asking students what a fact is and reiterating the definition in different ways.
 Asking students what facts they have written about their animal and guiding them towards the right direction if need be.
 Conferencing with students during the writing process and seeing what patterns of learning come up and subsequently giving feedback
based on these needs.

Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 5)
Connections Engaging All Learners
Connections to Students’ Lives (TPE 1,2) & Culturally Responsive Strategies to Support Wide Range of Learners (UDL, MTSS, etc. – TPE
Practices (TPE 2,4): 1,2,4):
• Most of the students have books about animals in their book bag • Begin with a read-aloud to support visual and auditory learners.
and enjoy reading them. • Using tactile objects (toy animals) for kinesthetic learners.
• Students get to choose the animal they write about. • Using bubble maps as a scaffold to begin “All About” books.

Connections to Real Life Contexts (TPE 1,2): Approaches to Support English Language Learners & Standard English
• Students are currently reading non-fiction books, most of which Learners (TPE 1,3):
are about animals. • Tactile objects, personal conferences, modeling via “think-alouds,”
• Many students have visited the zoo. pair-sharing.

Promoting Multiple Perspectives (TPE 2): Range of Communication Strategies & Activity Modes (TPE 3,4):
• Discussing and learning about a wide variety of animals as • Re-voicing, giving instructions in alternative ways, pair-sharing, using
opposed to just one. visuals to model and find facts.
• Giving students the opportunity to talk and write about their
favorite animal
Accommodations and Modifications: How will you differentiate content, process, and/or product? (TPE 1,3,4)
Differentiating content and process for:
• Struggling writers: To find at least three facts and write about at least three facts.
• Grade level writers: Encouraged to find four facts and write about four facts.
• Advanced: Find and write about at least four facts and include a table of contents to their “All About” books.

Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 1,3,4)
 Overhead projector: Used to model how to write an “All About” book.
 Used computer (internet) to find and print out facts about animals and created a “Facts About Animals” folder so students could
research their animal.

Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific vocabulary, text structures, and
stylistic or grammatical features will be explicitly taught? (TPE 3)
Section 1, Part 1, B5:
Listening actively to spoken English in a range of social and academic contexts. [SL.K 1-3]
Section 1, Part 2, B5:
Modifying to add details [W.K.5; SL.K.4]
Name: Amanda Hust

Instructional Learning Strategies to Support Student Learning: (TPE 1,2,3,4,5):

What will the teacher do to 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2)
identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5)
build metacognitive understanding?

List what the teacher will be doing and what the students will be doing.
Time Teacher Student Resources / Materials
LESSON 1 “Secrets of the Rainforest,” by
Carron Brown and Alyssa Nassner
Introduction:
5 min Teacher introduces the book, “Secrets of the
Rainforest,” by Carron Brown and Alyssa Nassner
• T: I noticed many of you have chosen to
read books about animals for your non-
fiction books. Today we’re going to read,
“Secrets of the Rainforest.”
• T: As we read, we’re going to be paying
attention to facts. Facts are statements that
are true or can be proven! For example, it
is a fact that I have 10 fingers because I
show you and prove to you that that I have
10 fingers.
• Test students on their basic knowledge of Students respond to questions.
what a fact is by asking questions such as,
“Is it a fact that the sky is green? (No). Is it
a fact that we are in a classroom? (Yes!)”
Begin read-aloud:
10-15 min
• Stop at page 4 and read: “Spider monkeys
swing through trees.”
• Recite a think-aloud: “Hm, I noticed that
it’s a fact that spider monkeys swing
through trees. I also noticed that spider
monkeys have long tails because I can see
it with my own eyes.”
• Announce: There are facts you can see and
there are facts that you can read about!
• Stop at page 8 and read: “A parrot snake
uses his tongue to sense food and danger.”
• Ask students: 1. “What fact did we just Students respond to questions. Possible
hear by reading?” 2. What facts can you answers: 1. The snake senses food and
see by looking at this picture of a parrot danger with his tongue. 2. A snake has
snake? scales, it is long, it slithers.
Closing.
5-7 min • Turn and talk to your partner about your
favorite animal from this book and tell
them one fact about this animal. Students turn and talk with partner.
• Students share ideas with the class Students share out facts to the class.
 LESSON 2 Resources/Materials
Introduction: 1. Chart paper to draw
bubble map
“Remember last time when you chose you favorite
5 min animal of the book and shared facts about it with 2. One toy animal to
your partner? Well today I brought in a little toy model bubble map with
figure of my favorite animal: the polar bear!” (Polar bear)
• Show students the polar bear. 3. One toy animal per
Students raise hands to respond. student (22)
• T: “I need your help to find out facts about Possible answers: Polar bears have
10 min my polar bear. What are some facts you white fur, short legs, small eyes and a. Put toy animals inside a plastic
can see? bag with name of animal written
ears, etc. on it.
• (After students respond) T: These are all
great ideas! I’m going to write them down b. Tape baggies to whiteboard to
on my bubble map! make it easily accessible/visible to
students.
• Teacher writes down student ideas within
the bubble map on large chart paper. 4. Bubble map worksheets
(22)
• T: “You’ll get to create your own bubble
map just like we did together except you 5. “Facts About Animals”
get to choose your own an animal!” folder (created by the
teacher)
• Teacher reveals 22 toy animals that
students get to choose from.
Set expectations:
3-5 min
• Once you get your animal, leave it in the
plastic baggy, leave it on the table, and Students choose animal based on
wait for your bubble map. personal preference.
• Call up quietest students first to pick their
animal.
15-20 min Pass out bubble maps + Confer with students: Students work on bubble maps and raise
• Walk around and check to see if students hand if they need help.
are on the right track and help those in
need.
• Confer with struggling, grade level, and
advanced students to set expectations for
their bubble map. (i.e. Advanced students
must write at least four facts)
Research portion:
• When students have finished writing about
the facts they see, they will get their bubble
maps checked by the teacher.
• Once it is approved by the teacher, they
will research a fact about their animal in Students research fact and add fact to
the “Facts About Animals” folder that the bubble map.
teacher has created.
• Students add new fact to bubble map.
 LESSON 3 Resources/Materials
Introduction to “All About” books. 1. Projector
2 min • T: “I was looking at all of your bubble 2. “All About” book
maps and I was blown away at how great worksheets
they were! You all are experts! You know *(One to model with and one per
what experts do? They create their own student)
books! And I can show you how to get 3. Transitional phrase
started. chart (Large)
10-15 min Model how to write an “All About” book. 4. Bubble maps from
• Teacher uses projector to show page one of previous lesson
“All About” book. 5. Transitional phrase
• T: “The first thing I’m going to do is draw Students answer: Polar bear! checklist worksheets
my animal.” Ask students: What’s my (22)
favorite animal?
• (Draw polar bear)
• T: “Next, I’m going to look at one bubble
of my bubble map to figure out what label
I should put on my polar bear. I want to
show the reader that my polar bear has
white fur. (Label “white fur”)
Students focus on transitional phrase
• T: “Next, I’m going to look at my transition
chart
sheet to begin my book. First I’ll write,
‘Let’s learn all about polar bears!’”
• T: “Then I’m going to look at my label to
remind myself what to write about. I’ll
choose another transition phrase to
continue.” (Write: “One fact about polar
bears is they have white fur.”)
• Engage students throughout process by Students answer and respond to
asking, “What color fur? What was my questions.
label? Where are my transitions?”
Review instruction:
2 min
• First, I drew my picture. Then, I picked a
bubble from my map and I drew my label
based on this fact. After this, I chose a
transition phrase to begin my sentence.
Next, I wrote out my sentence. I will do
this for every page! When I’m done, I will
15-20 min use my checklist to make sure I’ve written
all my transitions.
Students begin writing: Students work on “All About” books and
raise hand if they need help.
• Send students back to their seats and ask
them to get their bubble maps out.
• Pass out (i) “All About” booklets and (ii)
transitional phrase worksheet.
• Teacher walks around and confers with
students and checks to see if students are
on the right track and help those in need.
*Teacher collects booklets at the end of the allotted
time for writing to review strengths, needs, and
patterns of learning.
 LESSON 4 Resources/Materials
Introduction: 1. “All About Polar Bears”
5 min book (teacher example)
• T: I wanted to start by showing you an
example of Student X’s work. Student X 2. Example of student
drew their picture, labeled, used their work
bubble map to write down their facts, and 3. Post-its to give feedback
transitional phrases. I can also see that
Student X used their transitional phrase
checklist. Excellent! This is exactly how
everyone’s should look.
Model “adding detail”
10 min
• T: Today I’m going to show you how can
make your book super exciting by adding
some detail!
• T: Let’s turn to the first page of my “All
About Polar Bears” book.
• T: It says, “Let’s learn all about polar
bears! One fact about polar bears is they
have white fur.” Now I’m going to think,
“what can I add to this sentence that
connects with what I just wrote down?”
• Ask students: What do you think a polar Students respond. Possible answers:
bear’s fur feels like? fluffy, soft, smooth.
• (After students respond) T: Those are all
great answers! I’m going to add that to my
book. (Write: Their fur is fluffy and soft.)
• T: “Look! I just added a detail. I read my
sentence about fur to come up with another
idea that connects to what I wrote.
• Announce: When you reread your books,
think about feelings, sounds, and sights to
inspire you when it comes to adding your
detail.
• Give another example with a student’s
work.
2 min Final check:
• T: “When I’m all done, I will make sure
I’ve capitalized the first word of every
sentence and that I put a period at the end
of all of my sentences. I will also make
sure I put a finger-sized space between all
of my words.
Students begin work + Teacher gives feedback: Students work on adding detail and
15-20 min
• As students work, conference with students revising work based conference with
based on needs and remind them of what teacher.
they need to work on (i.e. Transitions,
labeling, writing conventions, etc.).
**For advanced students who finish early: Give them
a table of contents page and instruct them to find the
main idea of each page. Ex: The main idea of my
first page is: “The Fur of a Polar Bear.” So I will
write that into my table of contents.
 LESSON 5 Resources/Materials
2 min Introduction 1. Cover page (one per
student: 22)
• Today we get to finalize our books by
adding one of my most favorite parts; the 2. Pens
5 min cover page! 3. Crayons
Cover page instruction:
• A cover page has: a title, a
picture/drawing, the name of the author,
the name of the illustrator (person who
draws the pictures)
• Ask: Who is the author and illustrator of Students respond: “Me!”
your book?
• You will write your name next to the
author and illustrator line.
• You also get to draw your own picture on
the cover page!
• The quietest students will get to begin
working on their cover page first!
Finalize books:
• Students work on cover page Students work on cover page.
• Teacher walks around to check how
students are doing
• When finished, teacher staples their work
all together.
• When all students are finished, students
pair up and share stories with each other.
When completely finished, students
share their stories with a partner.