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Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Jennifer
Grade Level(s): 1st
Date: TBA
Single/Multi-Day Lesson:
Reading Standards for Literature K-5
Key Ideas and Details
3. Describe characters, settings, and major events in a story, using key
Writing Standard K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information form provided sources to answer a
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Characters, settings, and major events in a story, using key details will be described. (Fact)
II. LEARNING OUTCOME (Objective): Students will describe characters, settings, and major events in
a story, using key details.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In the previous
lesson, students retold stories, including key details. In the next lesson, students will identify words and
phrases in stories that suggest feelings.
A. ENGAGEMENT (Motivational Activities): Teacher will introduce the book, Ferryboat Ride, by
Anne Rockwell and illustrated by Maggie Smith. Vocabulary will be reviewed before reading the
book. As you hear the story, listen for the vocabulary words, listen for the names of important
people or things, and what happens in the story. Ferryboat Ride, by Anne Rockwell and illustrated
by Maggie Smith is read. Which words from our vocabulary list did you hear? Where is the main
character going? How does she plan to get there? Who does she travel with? What does the main
character see during the trip? What else happens during the trip?
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Name the important characters
a. In pairs, students state the characters of the story and describe one thing that each of them
b. Teacher will listen to responses as pairs share their information.
Step #2 The foghorn blow
a. Why does the foghorn blow during the ferryboat ride? Does the narrator hear any other
foghorns blow at this time? What is the narrator able to see?
b. Teacher listens to student responses.
Step #3 Charting Responses
a. In pairs, students talk about what the narrator sees after the fog disappears. What red object
that rises and falls does the narrator see? Can you describe the object in closer detail? What
*Note: Use CTRL + TAB for indents in outline format.

does this object indicate to the captain?

b. Teacher charts responses, putting the students name next to their statement.
Step #4 Application Task/Formative Assessment
a. Students will complete a Maritime Mix and Match worksheet.
b. Teacher collects and corrects worksheet.
Step #5 Summative Assessment
a. Recalling the story and reviewing the vocabulary chart, students make a journal entry
summarizing the story including the vocabulary they learned.
b. Teacher shares some of the journal entries and has students share their favorite part of the
B. APPLICATION ACTIVITY (Practice and/or Reflection): A worksheet that is divided into two
columns, one side with boating terms is to be matched to the other side with the meanings. (See
Step #4)
Vocabulary chart
Blank chart for responses
Marking pen
Book, Ferryboat Ride, by Anne Rockwell
Maritime Mix and Match Worksheet
ELA journals
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative Assessment: See Application Task, Step #4
Summative Assessment: Students will write their favorite part of the story using some vocabulary words.
They will include an illustration of the objects that the narrator saw during the ferryboat trip.
Working in pairs
For ELL: working in pairs; proficient English learner with ELL
Visual aids, ie: charts, vocabulary chart
1-1 assistance
Use whiteboards

*Note: Use CTRL + TAB for indents in outline format.