Literacy Lesson Plan

Name: Katie Hensley Date of lesson: November 6, 2019

Context of the lesson:

● Subject being taught​: ELA ​Length of lesson​: 45 minutes
● Name of School​: St. Anthony School, Maui Grade level​: 1 ​Number of students​: 12
● Materials for the lesson​:
● Rhythm sticks.
● Interactive whiteboard.
● Mary Had a Little Lamb​ poem for projection
● Pumpkin Soup​ book by Helen Cooper
● Writing Prompt (one copy per student)
● Document camera
● Profile of the students:
This lesson was designed for the students in a first-grade class at a private Catholic school, for which I am the

lead teacher. The class is composed of twelve students from six to seven years old. No students in the class have

diagnosed disabilities; however, one student receives therapy for speech. Some students in the class may qualify for

tuition assistance, but I do not have access to this information. In surveys, all of the parents identify English as the

primary language spoken at home.

This lesson will be completed on the third day of instruction for the week (Wednesday). The students will have

been introduced to the mentor text for the week on Monday. This lesson will follow a predictable pattern for the

students, as this lesson will be structured in much the same way that previous lessons have been. I have found that

predictability in format works well for my students because together we have built background knowledge on what

supplies are needed, how to interact with the lesson components, and what appropriate behavior looks like.

In line with my Teacher Growth Goals, I am transitioning my students to a new literacy format. I am continuing to

introduce the Daily 5 and CAFE structure this week. On Thursday, October 17, I provided the first lesson on “Three

Ways to Read a Book.” On Monday, October 21, the students began practicing the “Read to Self” choice and building

stamina. The lesson on Wednesday, October 23, which was observed by my field supervisor, I instructed students on

the IPICK strategy for choosing “good fit books.” This established a firm foundation for having enough books in their

bin/bag to help them stay focused during our “Read to Self” practice time. At the time of constructing this lesson plan,

the class stamina is at seven minutes. I anticipate growth of one-minute per day until we reach the goal time of fifteen to

twenty minutes.

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 The Daily 5 and CAFE format is entirely new for the students and for me. I am anticipating some “growing pains.”

The main goals of implementing Daily 5 and CAFE are to provide opportunities for differentiated work, to build

independence in my students, and to transition from whole-group instruction (which is currently the main form of

instruction) to small group and individual instruction. The Daily 5 and CAFE was recommended in EDCS 600, but I have

independently read the published books on both programs.

Stage 1: Desired Results​: What are the learning goals for the lesson?
● Standards​: What are the content or skill standards for this lesson? [e.g., Common Core State Standards]
o RL.1.1: Ask and answer questions about key details in a text.
o RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
o RI.1.8: Identify the reasons an author gives to support points in the text.
o RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
● Objectives​: The students will (TSW)...
o TSW activate background knowledge.
o TSW connect the rhythm of the text to the author’s purpose of building feeling and appealing to the
senses.
o TSW will identify passages within the story that evoke feeling.
o TSW write and draw about a time they noticed this in the story.
o TSW connect lesson with CAFE menu items related to comprehension and fluency.
● Classroom Management:​ whole group read-aloud
● Learning Styles: ​Visual, Auditory, kinesthetic

Stage 2: Assessment​: How will students’ learning be assessed ​throughout ​the lesson?
● Formative assessment​(s): Listed in bold throughout lesson plan.
● Summative assessment​(s):
o Student writing prompt. Included in Assessment portion of the Learning Plan.

Stage 3: Learning Plan​:

Time Anticipatory Set (teacher directions)​: Student Actions​:

Students transition to the carpet in the front of the room. Students move in an orderly way and
sit “criss-cross applesauce,” hands in
Say:​ “​Friends, today we are going to read ​Pumpkin Soup​ again. However, lap, eyes on teacher, mouths quiet.
before we read, I have brought something special to show you. [teacher
8:25- shows students rhythm sticks] These are called rhythm sticks. Perhaps
8:30 you have seen these before or have used them in music class. I bet you Students may quietly interact with the
are wondering why I have brought them with me to our reading lesson statement to show interest.
today.”

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 Say:​ ​“Think about why I might have them. (Teacher pauses momentarily Students think.
to allow time for thought.) Please turn and talk to the person sitting next Students turn and talk to a partner.
to you and share your idea.” When finished, bodies and eyes return
to face the teacher.

Action:​ The teacher observes and listens to students talk to partners.

Teacher chooses 1-4 students to respond after turn-and-talk.
students have raised a hand and picks 1-4 students to offer a response.

Formative Assessment: ​Pre-assessment of student prior knowledge that

rhythm appears in texts, can be vocalized, and used for the author’s
purpose.
● The teacher observes which students raise a hand. The teacher
notes correct and incorrect responses. The teacher responds
appropriately and encouragingly to student answers.
● Students offer suggestions:
○ Correct responses: rhythm sticks can be used to tap the
rhythm of a song (demonstrates correct use). We can use
them to tap in our reading lesson today (demonstrates a
connection to content).
○ Incorrect responses may include: We will sing today. We are
going to music today. We are practicing for the Christmas
concert instead of reading, etc.

Students who are called upon, offer a

Say:​ ​“Thank you for sharing with your partner. I would like to hear some response. Others remain quietly
of your ideas. (Insert student name),please tell us why you think I I have seated, eyes on speaker, mouths
the rhythm sticks today.” quiet.

Say:​ ​“Thank you for sharing. You had some great ideas. We use rhythm
sticks to tap out a beat in a song or even in our reading. Let’s practice. I Students listen while keeping hands
will tap out a rhythm and you will copy by clapping your hands. Please quiet.
keep your hands quiet and your ears listening while I tap the rhythm.
When I am finished, you will have a chance to copy it.”

Action:​ Teacher taps out a rhythm. Tap, tap, tap-tap-tap.

Students clap the same rhythm back.
Action:​ Teacher taps out: tap-tap, tap, tap-tap, tap.
Students clap the same rhythm back.
Say:​ ​“Wow! Very good. I like how you were listening quietly and then
clapped back the same rhythm! You were showing me how well you can
listen and respond.”

Say:​ “​You have shown me that you are ready for something a little more
difficult. Look up at the white board. I have the poem ​Mary Had a Little Students look up at the poem
Lamb​ up there for you to see. I bet you’ve heard it before! I am going to projected on an interactive
use my rhythm sticks to tap out the rhythm of the poem while we read it whiteboard. Students are likely to
aloud. I want you to follow the words with your eyes. You can also read respond with a verbal confirmation
along. Please try to clap the rhythm along with me. Ready, here we go.” that they have heard this poem.

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 Visual to be projected on the whiteboard. Students read/chant along and clap
hands to the rhythm.

Action:​ Teacher reads the poem and taps the rhythm using rhythm
sticks.

Say:​ “That was very good. It is important as we grow as readers to

understand that authors use rhythm in their stories to help us Students are listening. Their eyes are
comprehend and to read with fluency. When we understand the rhythm on the teacher. They are sitting
of a story, we can begin to determine the author’s purpose. We can also “criss-cross applesauce” with hands
read the text as the author would say it, which can help us to show the quietly in lap.
meaning and feeling of the book.”

Time Instruction, Practice & Assessment (teacher directions)​: Student Actions​:

8:30- Lesson: Identifying Rhythm

8:50
Activate Background Knowledge:
Say:​”Today we are going to read ​Pumpkin Soup​ again. Remember that
good readers often re-read the same books over and over so that we can
pick up on more details that can help us to learn about different reading
and writing strategies. Before I begin, please make sure that you are
sitting on our carpet with your legs “criss-cross applesauce”, your eyes
on me, and your hands quietly in your lap.”

Action:​ Teacher offers behavior specific praise to students who are

following directions.
Say: ​“I notice that (insert student name) is sitting “criss-cross” with her
eyes on me, hands in her lap, and mouth quiet. Thank you (insert student
name)!

Say:​ “On Monday, we made predictions and asked and answered

questions about this book. [hold up copy of ​Pumpkin Soup​] We were able
to answer most of our questions, as you can see on our chart [point to
anchor chart]. On Tuesday, we talked about which words and phrases we
heard repeating throughout our story. Who can remember a word or a
phrase that you heard repeat?”

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 Action:​ The teacher calls on students to share what they remember. The Students sit “criss-cross applesauce,”
teacher offers and appropriate response to student(s). hands in lap, eyes on teacher, mouths
quiet.
Formative Assessment: ​The teacher can observe which students offer
appropriate answers and which may need reteaching or additional
support in material previously learned.
● Correct responses include: “made by,” “old white cabin,” “they
couldn’t find him/the duck,” “steep, steep,” “the best you ever
tasted.”
Students raise hand to indicate that
they remember a word or phrase.
S​ ay:​ “Thank you. As you remember, looking for repeating words in a
story can help us with our accuracy because it can help us to recognize
words at sight. [Teacher touches the “recognize words at sight” placard Students share an answer.
under the Accuracy category on CAFE menu.] Repeating words and
phrases can also help us with comprehension because we can use them
to identify the main idea and to determine and analyze the author’s
purpose.” [teacher touches the placards under Comprehension on CAFE
menu].

Set Lesson Goal:

​Say:​ “When we read ​Pumpkin Soup​ today, I want you to listen for
different rhythms in my voice. Your goal is to pay particular attention to
the parts where you are feeling either happy or sad. You can notice how
the author of our story uses her words to make us feel a certain way.
This can help you to understand why she wrote this book and also how Students sit “criss-cross applesauce,”
to read it with fluency, the way the author would say it if she were hands in lap, eyes on teacher, mouths
speaking to us.” quiet.

“We will stop reading when I get to a part where I notice that the
rhythm of the words is important to understanding the story. Here we
go.”

Action:​ Teacher begins to read the first page of the story.

Say:​ “Boys and girls, I am noticing that there are music notes on this *Students should be thinking about
page. I am thinking about a few minutes ago when I was marking the the purpose of the lesson. Outward
beat with my rhythm sticks. I think the music notes might be a clue that signs of attention remain the same.
the author wants us to pay attention to the beat, just like we would do in
a song.”

Action:​ The teacher continues to read the story. Stop after reading third
page of text.

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 Say:​ “Oh, the part that I have just read makes me feel so cozy and happy.
When the author writes about the soup and the quilt, I can feel the
warmth in my body. I also notice that the illustration has a glow that
feels like it might be from a candle or a fire. That makes me feel warm
and safe too. Isn’t that clever? She uses words and pictures to make us
feel something. Please give me a thumbs-up to your chest to show me if
you felt it too.” [The teacher models thumbs-up.]

Students give a thumbs up to chest to

indicate that they felt warmth too.

Action:​ The teacher continues to read the story.

Say:​ “On this page, I notice that the words are written differently. They
are larger and are arranged going up and then down. Let’s clap out the
rhythm of this page and see how it sounds with a beat.” [The teacher
claps loudly for “Ker-Plonk!” and with emphasis on “down it clattered.”
The teacher also claps with emphasis on ​my​ in text. What do you think
the author is trying to tell us with this page?”

Formative Assessment: ​Assessment to indicate if students are beginning

to practice noticing feelings/moods being indicated through rhythm and
text placement. Students have already read this book in its entirety, so
they should be able to use their background knowledge to understand Students sit “criss-cross applesauce,”
that the mood is turning from happy to sad. hands in lap, eyes on teacher, mouths
● The teacher observes and notices who is contributing and quiet.
relevancy of answers.
● On target responses include: The duck is showing selfishness. The
mood is changing/going downhill. The coziness/comfortable Students clap along with rhythm.
feeling is changing toward conflict. The facial expressions of the
characters have changed.

Students offer answers. Students raise

hand or wait to contribute
appropriately.

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 Action:​ The teacher continues to read the story. Stop after reading the
page where characters are crying into the soup.

Say:​ ​At the beginning of the story, I pointed out that the author’s words
made me feel cozy. How do you think the feeling has changed?

Formative Assessment: ​Assessment to indicate whether students are

recognizing how words and rhythms are an author’s way of showing
mood.
● Teacher observes who offers answers and whether answers are
appropriate for the question.
● Acceptable answers: Yes, the mood has changed from
happy/comfortable/cozy to sad.

Action:​ The teacher continues to read the story. Stop on the page with
the woods, wolves, witches, bears.
Students raise hands and offer
answers to question.

Say:​ “Did anyone notice the rhythm of the words on this page? Listen, as
I read it again.” [teacher re-reads lines, “and the foxes, and the wolves,
and the witches, and the bears.”] “Let’s clap out the rhythm of these
lines”. I hear a pattern here! I need 4 helpers to help me count our claps
for each line! I will pull out sticks to choose our helpers. If I choose your
stick, please come and stand next to me.” [Teacher pulls craft sticks with
names to choose helpers]

“(insert student name) you will count the claps in our first line. We will
read it and clap and you will hold up the number of fingers for the claps. I

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 will show you.” [The teacher reads first line and holds up 4 fingers] “Now
it is your turn.” [The teacher and students repeat this line]

Action:​ Teacher reads lines and students clap and count the rhythm. Students that are chosen come to
[4343 claps. Building background knowledge for poetic meter and rhyme stand by the teacher.
scheme in later lessons.]

Say:​ “Do you see the pattern? Isn’t that cool? The author uses her words
to show us feelings AND to make a rhythm pattern. Did you know you
could use words that way? You can! You can consider trying it when you
are in Writer’s Workshop! Student helpers hold up the
appropriate amount of fingers.

Action:​ The teacher continues reading story through the final page.

Say:​ “How has the rhythm and mood changed now? How does the
ending make you feel?”

Formative Assessment: ​A final assessment to indicate whether students

are recognizing how words and rhythms are an author’s way of showing
mood.
● Teacher observes who offers answers and whether answers are
appropriate for the question. Teacher adds to or corrects incorrect
responses
● Acceptable answers: Yes, the mood and rhythm have changed
back to happy. The end leaves us feeling happy/hopeful/glad. The
end is funny. The characters are happy. Everyone is friends again.

Students offer their response.

Time Summative Assessment & Closure (teacher directions)​: Student Actions​:

8:50- Say:​ “Now that we have read the book again and have talked about
9:10 several parts where the author uses rhyme to show the mood of the Students remain sitting at carpet.
story, it is your turn to show me your favorite part! When I say go, you
will stand up and walk back to your desk. You will need to get out a
pencil and your crayons. What questions do you have?”

Action:​ Teacher responds to questions. Students ask questions.

Say:​ “Thank you for your questions. If you are ready, we will now move Students move quietly to desks and
to our desks. Ok, go.” take out pencil and crayons.

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 Action:​ Teacher displays writing prompt with document camera on
whiteboard. Teacher passes out writing prompt.

Say:​ “Now, you will draw and write about the part of the book where
you noticed that the rhythm set the mood of the story. You can write
about whichever part of the book you liked the most. Please use
complete sentences and your best handwriting so that I can read what
you have written. Remember, it is OK if you can’t spell every word you
want to write! You can use the strategies you’ve learned in writer’s
workshop to help you. You can stretch the word sounds out and write
them or you can do your best spelling and underline the word and move
on. I would like for you to have at least two sentences.”

“I will be walking around to offer assistance and help. If you need me,
please stay in your seat and raise your hand and I will come to you as
soon as I can. Does everyone understand? What questions do you have?” Students ask questions.

Action:​ Teacher answers questions.

Say:​ You will have about 15 minutes to write. Please begin. Students begin writing. Students are
at desks or at a comfortable
Action:​ Teacher circulates and offers help to those who need it. workstation. Students are quiet and
focused on writing and drawing.
Scaffolding suggestions: Students raise hand and wait for
● Some students may need a sentence starter. Teacher could add assistance.
under document camera so that students can copy.
● Some students may need extra support from the teacher to write
two sentences.
● Some students may need suggestions or reminders on the parts of
the book where the author used rhythm to indicate mood.
● Some students may need the teacher to reread parts of the text.

Action:​ At the end of the class time, the teacher rings chime and collects
student work.

Say:​ “Thank you for your hard work today! I noticed that (insert positive Students turn in papers.
praise for specific behaviors here). Remember that when you are writing,

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 you can use rhythm to help your readers to feel a certain way and to
read your writing with fluency.”

Assessment Success Criteria:

● Students have included at least 2 sentences.
● Students have included a drawing.
● Students have written/drawn about an appropriate scene from the
story.
● Students have used conventions appropriate for 1st grade
(capitalization, punctuation, grade-level spelling).
● Students have captured the appropriate mood from the scene.

Say:​ “Thank you for your responses. You have learned how the author of
this story used words, organization, and rhythm to show the mood of the
story. This is important because it can help us to understand why she
wrote this book and also how to read it with fluency, the way the author
would say it if she were speaking to us. You’ll notice that these two
things are on our CAFE board.”

Action:​ The teacher points out placards for “Listen with understanding”
and “Read text as the author would say it” on CAFE menu.

Say:​ These strategies help us to become better readers, so that we can

continue to learn more and help our brains get even more knowledge.
We will continue to review and work on them this year.

Stage 4: Lesson Reflection​: To be completed after the lesson is given.

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