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Grade Level Being Taught: Subject/Content

:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d never get through them
all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Reading Comprehension
Standard:
LAFS.1.RL.2.6 Identify who is telling the story at various points in a text.
Content Complexity is 2.

Big idea:
When the students are reading on their own, they will be able to tell who is telling the story in a fiction text.

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCD’s of objectives:
action, behavior, condition,
and degree of mastery, i.e., "C:
Given a sentence written in
the past or present tense, A:
the student B: will be able to
re-write the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following
questions:
◻ Why are you teaching this
objective?
◻ Where does this lesson fit
within a larger plan?
◻ Why are you teaching it
this way?
◻ Why is it important for

Learning Goal: I can tell who is telling the story in a fiction text.
Students will be able to accurately tell who is telling the story in fiction books.
A: The students
B: will be able to tell who is telling the story in a fiction text
C: given the story “Family Tree”
D: with no misconceptions

-I am teaching this objective because this learning goal is important when students are
learning 1st and 3rd person.
-This lesson fits within a larger plan by adding to the students’ overall reading
comprehension skills.
-I am teaching it this way because my CT has modeled lessons like this in this way.
-It is important for students to learn this concept because they will need to know what

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
students to learn this
concept?

Evaluation Plan- How will
you know students have
mastered your objectives?

point-of-view fiction texts are told through.

I will know students have mastered my objectives through their verbal responses to my questions and what they
say to their partners during partner turn-and-talk.

Address the following:
Formative evidence: Sentence frame: ________is telling the story. I know this because___________.
◻ What formative evidence
will you use to document
Summative evidence: This lesson is in preparation for the summative that will be given next week.
student learning during this
lesson?
◻ What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
What Content Knowledge is
necessary for a teacher to
Teachers must know story elements such as:
teach this material?
-Characters (Define: People or animals in a story)
-Narrator (Define: A person who tells a story)
-1st and 3rd person (Explain: 1st person= uses “I” or “Me” and 3rd person=uses “he”,
“she”, “they”
-Fiction texts (Define: fiction means not true)

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Background knowledge:
Past learning goals for reading comprehension that we have been learning all year.

◻ How will you ensure

-My learners are my first grade students.

students’ have this
previous knowledge?
◻ Who are your learners?
◻ What do you know about
them?
◻ What do you know about
their readiness for this
content?

-I will ensure students’ have this previous knowledge by reviewing story elements that relate to this lesson.

-I know that they are always so excited to learn new things.
-I know that they are capable of learning and retaining this new content.

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
What misconceptions might
students have about this
Misconceptions:
content?
-The students might think the wrong character is telling the story in a fiction text.
-They might think the author is telling the story.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

-Reviewing content
-Demonstration with a video
-Reread “The Family Tree”
-Lecture about the learning goal
-Partner talks

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order
Thinking (H.O.T.) questions
will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the
teacher do?
◻ What will the students do?
◻ What student data will be
collected during each
phase?
◻ What are other adults in
the room doing? How are
they supporting students’
learning?
◻ What model of co-teaching
are you using?

Time
9:45a
m
10:00
am

Who is
responsible
(Teacher or
Students)?
Both

Each content area may require a different step-by-step format. Use
whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
-First, I will read the “I can…”
LG: I can tell who is telling the story in a fiction text.
-Review content
Remind students that characters OR a narrator that isn’t in the story can tell the story.
-Watch the video (The video goes into 1st and 3rd person)
-Review/reread The Family Tree.
-While reading review setting, characters, and how we can figure out who is telling the story (a
character or a narrator).
-Remind students that we read Miss Rumphius and how we can tell who was telling the story.
(Example: look at the dialogue)
-I will pretend that I think the character Miss R is telling the story.
-I will see if students catch on!
-Tell them to put hands on head if they agree-hands on belly if they disagree.
-Ask: Who is telling the story of The Family Tree? (Partner talk)
-Ask: How do we know? (Partner talk)
-Ask: What words tell us?
-Give students sentence frame: _______is telling the story. I know this because_______.

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
What will you do if…

…a student struggles with the content?
I will work one-on-one with this particular student after concluding the wholegroup lesson.
During the lesson, I will pair the student up with someone who always seems to
understand the content.

What will you do if…

…a student masters the content quickly?
Have this particular student peer tutor a struggling student.
Have this student summarize in their own words the purpose of this lesson for
the rest of the class to hear.

Meeting your students’
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students are interested in fiction texts.
If applicable, how does this lesson connect to/reflect the local community?
Connerton students should be learning this content.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I can ask them further probing questions to test their reading comprehension.

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

Date of Lesson:
Thursday, February 4, 2016

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty
How will you differentiate instruction for students who need additional
language support?
-I will contact a language facilitator to come work with this student.
-I will revise certain words and/or encourage them to use an English dictionary.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

DM: When I float around to help students, I will make sure he knows what he is supposed to be doing. I can
check his work and decode what he is trying to write in the sentence frames.

-Text Collections for Unit 4 (enough for 19 students)
-Whiteboard with the “I CAN…” written.
-Computer to watch the video
-Miss Rumphius book
-Sentence frames
-my smiling students :)
-my CT as a needed resource

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016

Grade Level Being Taught: Subject/Content:
,
Grade 1
Reading Comprehension

Group
19 students

USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

Date of Lesson:
Thursday, February 4, 2016