Instructional Lesson Plan

English Language Arts
Unit Title: Teamwork

Grade: 1
Text: Swimmy by Leo Lioni
Lesson Overview
In this lesson, students will continue to broaden their understanding of the concept of working as a team. They will gain deeper
understanding of text by participating in a shared close reading of the text Swimmy and recount the events in the story.
Teacher Planning and Preparation
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed
for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their
students and make adjustments accordingly.
Apply appropriate elements of UDL:
 Options for Perception: 1.1 Customize the display of information, 1.2 Provide alternatives for auditory information, 1.3 Provide
alternatives for visual information

Options for Expression: 5.1 Allow choices of media for communication, 5.2 Provide appropriate tools for composition and
problem solving, 5.3 Provide ways to scaffold practice and performance

Options for Comprehension: 3.1 Provide or activate background knowledge , 3.2 Highlight critical features, big ideas, and
relationships, 3.3 Guide information processing, 3.4 Support memory and transfer

Options for Sustaining Effort: 8.3 Foster collaboration and communication

The following websites provide alternate strategies and information for differentiation of lesson.
English Language Learners
http://www.wida.us/standards/CAN_DOs/
Gifted Children
National Association for Gifted Children
http://www.nagc.org/
Consider the need for Accessible Instructional Materials (AIM) when selecting texts, and captioned/described video when
selecting video or other media for this lesson.
Special Education and 504 LD Online
http://www.ldonline.org/educators
http://marylandlearninglinks.org
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the
concept of Teamwork wherever possible.
Focus Question
How are we better together?
Unit Standards Applicable to This Lesson
RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL1.3 Describe characters, settings, and major events in a story, using key details.
W1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some sense of closure.
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small
R/ELA.MSDE.4/27/2012

like Nemo. Lesson Procedure R/ELA. makes this a challenging selection for first grade students. and knowledge demands): Filled with sophisticated language and technical terminology. structure. knowledge. Pre-Assessment: Have students review the “What is a team?” chart from the first lesson. The story line is simple and entails teamwork to escape from danger.  Students will illustrate the main events from the story. As groups of students sequence events to retell the story. Those who have seen movies.Instructional Lesson Plan English Language Arts and larger groups. SL1. Discuss the characteristics and elicit additional ideas from the group to add to the chart. Text/Resources:  Copy of Swimmy by Leo Lioni  Copies of sentence stems for writing activity  Copy of sentence stems for sequencing activity  YouTube video of Swimmy http://www.com/watch?v=09FoPGMYseg&feature=related Text Complexity Considerations: Quantitative Measure (Readability measures and other scores of text complexity): Lexile: 640L Qualitative Measure (Levels of meaning. will readily understand the beauty and the dangers of the undersea world where a little black fish named Swimmy lives among a school of red fish. and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): First grade students can listen closely and readily understand this underwater tale. Reader and Task Considerations (Reader variables (such as motivation.4/27/2012 .youtube. language conventionality and clarity.  Students will work in teams to sequence the events in a story. like medusa. Student Outcomes  Students will retell the story focusing on the key details from the text. they will see that teamwork provided the solution to the school of fish's problems.MSDE.2 Ask and answer questions about key details in a text read aloud or presented orally or through other media.

Using a document camera. Differentiation/Extension:  Enter story events on into a multimedia program with a screen reading feature. Read the story to students or play the video. Divide the students into groups of 4. Swimmy was the eye. show the cover of the book and introduce the story.ns. When we sequence we think about the order the events occur in the story. 5.MSDE. Make the multimedia ‘book’ available to students who would like to reread it.mermaidtheatre. A happy school of red fish and 1 black fish lived in the sea. Lead students to the conclusion.html Lesson Closure R/ELA. Discuss how Swimmy and the little red fish solved the problem in the story. A big tuna ate all the red fish except for Swimmy. a lobster. that Swimmy and the little red fish worked as a team to solve their problem.ca/onTour/leoLionni/Leo_Lionni_SG/swimmy. model thinking strategies by asking/answering text dependent questions that require them to think about the order in which events take place in the story. Have the students discuss with a “talking partner” using the following “I Wonder” questions?  I wonder which fish is Swimmy?  I wonder how big Swimmy will get?  I wonder what Swimmy eats? 2. 3. (provide pictures from the text for students who need a differentiated assignment) The red fish swam together. http://www. Have each student in the group use the screen reader to read the assigned story detail and electronically illustrate it. Swimmy taught the fish to swim together.org/classroom-resources/lesson-plans/wonder-lionni-increasing-comprehension-968. They scared the big fish. After the story.  How did Swimmy feel when he escaped from the tuna and swam alone in the deep sea?  What helped Swimmy feel happy again?  Why didn't the new school of fish want to swim and play and see things?  What did Swimmy do to help the fish solve their problem?  Why do you think Swimmy offered to be the eye of the fish? 6. Tell students that they should listen closely to be able to sequence the events of the story.htm  http://www. invite students to discuss the story by posing the following text dependent questions.4/27/2012 .Instructional Lesson Plan English Language Arts 1. and an eel. Swimmy met a school a fish that was too afraid to swim and play. Assist students in each group in merging illustrated story details into a single multimedia presentation. Swimmy saw a jellyfish. Have students sequence the story using the following sentences. 4. During the story.readwritethink.

Assessment: Teacher observation of the following:  participation in class discussions  contributions during sequencing activity  quality responses to questions  participation in cooperative learning activities Evaluate students' contributions to the classroom book R/ELA. plant life.Instructional Lesson Plan English Language Arts Divide the class into groups. Each group works together (teamwork) to illustrate the event from the story. Assign student groups different events from the story.4/27/2012 . Instruct students to include important details from the scene (other fish. Put this book in the reading corner. objects found in the ocean).MSDE.

Instructional Lesson Plan English Language Arts The red fish swam together. Swimmy taught the fish to swim together. Swimmy met a school a fish that was too afraid to swim and play.4/27/2012 . Swimmy was the eye. They scared the big fish. Swimmy saw a jellyfish. A big tuna ate all the red fish except for Swimmy.MSDE. and an eel. R/ELA. a lobster. A happy school of red fish and 1 black fish lived in the sea.