First Grade Comprehension Lesson Lesson 1

Standards: - R.L. 1.7: Use illustrations and details in a story to describe its characters, setting, or events. - IA. 1: Employ a full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Objectives: - I can identify the characters and setting of a story This objective was completed in whole group - I can use details I found in the story to describe the setting and add to a drawing of the setting This objective was completed individually Resources/Materials: - City and Country, written by: Jenny Feely, photography by: Michael Curtain. - Blank paper - Crayons - Pencils - White board - Dry erase marker Formative Assessment Information: (as needed/used for your lessons) -After students create their split page drawing I will be able to evaluate if they understand the difference between the city and the country prior to reading the book City and Country. - I will also be monitoring students actions and participation during the whole group discussions and lessons. I will be able to check off the students who participate and use correct terms. - I will also be going around during work time and asking the students questions about the lesson and see if they understood what was taught. Procedural Steps: (including the teacher action/student action for the instructional strategies/learning tasks) Teacher: - I will tell the students that today we are going to be talking about the difference between the city and the country. - I will then model how I would like the students to fold their paper and place a header on each side. (One side will be country the other side will be city) I will also model that I am drawing and writing what I think belongs in the city on the left side

of the paper and what I think belongs in the country on the right side of the paper. I will draw one example for each and label those examples. I will ask the students for an idea for the country side and the city side. - I will be walking around the classroom making sure that the students are completing the task the correct way. While I am walking around I will be able to evaluate or assess whether they know what belongs in which setting. This will tell me how in depth I need to be when reading the book City and Country. - Once I see that the students are done with their split drawings, everyone will gather onto the carpet. - Once we are settled I will then ask the students what they drew. - Then I will introduce the book and begin reading. Stopping at certain points, or when students say, I drew that! This will allow for discussion points to talk about why certain things belong in certain places. - Once we are done reading the book I will draw a venn diagram on the board. I will prompt that students with questions, What do you think belongs in the country circle? What do you think belongs in the city circle? What about in the middle? - Once we are done filling out the venn diagram I will guide the students back to their seats and tell them to fix or add to their split drawings. The Venn diagram will be up on the board so they will be able to see what they can add or what they should switch. If students want a new sheet of paper they will be able to start over. - Once the students have completed their split drawings I will collect them and look over them. This will tell me which students understand the difference between the city and country and which students need more instruction. Students: - The students will be in charge of folding their papers and putting a heading at the top of their pages. (city, country) - The students will then draw and label if possible the things that they think belong in the city (left side) and things they think belong in the country (left side) - Students will be in charge of paying attention to the story and participating in the mini discussions. - Students will be in charge of telling me what to write in each circle and in the middle of the diagram. - Students will be fixing or adding to their split drawings. They will be able to use the board as a reference. Assessment: - Checking the students split drawing - If a student has 3 or more drawings/words correctly placed on each side they will be proficient. 2 or more will be meets expectations, 1 and less will be needs improvement. - I will also be monitoring students actions and participation during the whole group discussions and lessons. I will be able to check off the students who participate and use correct terms. - I will also be going around during work time and asking the students

questions about the lesson and see if they understood what was taught.

(*In addition, be sure to note where you are providing differentiation within the lesson/s that you plan.) Advanced: Will be labeling their pictures Struggling: Will only be expected to draw their pictures. 3 drawings on each side will be proficient.