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Teacher Candidate's Name:Katie Theriault

Lesson Plan Template: Backward Planning


Unit Title: Creation with Imagination
Lesson Title: Creating a Journey
Content: ELA, Art
Grade/Level: First Grade
Date of Lesson: 2/26
Length of lesson: 50 minutes

Alignment to CSS for ELA/Math


Objectives (or MLR and/or Next Gen Science for other content areas)
2,3 CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.

2,3 CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

1,2,3 CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of character in stories.

1,4 MLR.VISUAL-PERFORMING ARTS.A1


Students recognize a variety of purposes for making art, including telling a story, communicating
emotion, or beautifying functional objects.

Essential Question(s)
Where do creative thoughts and ideas come from?
What is inferring meaning and why is it important for readers?
How do illustrations tell stories?
What role does imagination play in our daily lives?

Objectives and Assessments


Objective Objective(s) (Number each objective.) Assessment(s) for Each Objective (In
Number parentheses, mark each I for informal
or F for formal.)
I can think creatively and produce unique thoughts when I use my F- Journey activity booklet
1
imagination I- Observation
2 I can find meaning through looking at illustrations I- Discussion and Observation
3 I can discuss my understandings of a text with my peers I- Discussion
I can show others what is in my imagination F- Journey activity booklet
4
I-Partner sharing

Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.):


Students have already learned earlier in the year how to listen respectfully, raise their hands to share their thoughts, and
make connections with texts. Students will know how to respectfully use the art materials in the classroom (crayons,
markers, colored pencils).Students will already know how to communicate respectfully in a large group dynamic.

Alignment Instructional Components


to
Objectives What Teacher Does What Students Do
➔ Gather students on the rug ➔ Sit on rug
➔ Ask if anyone has seen a movie trailer ➔ Participate in discussion by raising hand
before?
➔ Discuss what a trailer is and how it gives
the audience a preview of what is
coming, it can get us excited and make
us want to see the whole movie
2 ➔ Ask students if they have seen a trailer
for a book before
➔ Turn off the lights and start watching the
book trailer (1 min) ➔ Watch book trailer
➔ https://www.youtube.com/watch?time_c
ontinue=8&v=SxUs41jB4Ts
➔ While the trailer is playing read the
words to the students that come up.
➔ Ask students what they thought about ➔ Discuss thoughts and opinions on the trailer
the trailer.
1,2
➔ Tell students we will be reading that
book very soon.
➔ Discuss imagination, thinking that ➔ Participate in discussion
happens in your head that takes you to
new places.
➔ Tell students that first graders are really
good at using their imaginations but
sometimes adults forget how to
➔ Motivate students to engage by letting
them know that by reading this book
1 they are going to be able to help me
learn to use my imagination
➔ Talk about the power of imagination,
how we can day dream about going new
places and experiencing new things and
trying new foods or meeting new ➔ Raise hand if they have past experiences in using
people. their imagination
➔ Ask students to raise their hands if they
use their imagination.
➔ Let students know that this is a wordless
picture book which means we need to
silently look at the pictures so we can
fully understand the story.
➔ Tell students they will have many
opportunities to share their thoughts but
1,2,3 we need to be sure to raise our hands.
➔ Have students gather close so that they ➔ Find a seat where illustrations can be seen
can all see the pictures.
➔ Begin reading, discuss the mood and ➔ Discuss mood, emotions of story as well as any
emotions of the characters throughout observations
the story.
➔ Point out specific details throughout the
book.
➔ At the end of the story have the students
turn and talk to discuss their favorite ➔ Turn and talk with a partner to discuss favorite
part of the story with a partner. part of the story
➔ Have some students share with the
whole group their favorite part ➔ Share how the characters used their imagination
➔ Ask the students how the characters
used their imagination.
➔ Tell students it is their turn to use their
imaginations
➔ Explain the next activity to the students, ➔ Listen to instructions, be thinking of what they
show the students the activity booklet want to draw in their own booklets
and provide instructions, read through
the entire booklet and show them the
example. Explain any unknown words.
➔ Remind students that they need to use
quiet voices so that they do not interrupt
someone else’s imagination.
➔ Let students know that they will be able ➔ Choose colored marker when called on, get a
to choose a special color marker just like activity booklet and head to seat to begin working
1,4
the characters in the story did
➔ Ask students what color they think
represents their creativity
➔ Have the most on task students choose
their color first, give them a booklet and
direct them back to their desks to get
started.
➔ Have students return to their seats when
they have collected a booklet and
marker.
➔ As students work, walk around the class ➔ Students engage in activity, raise hand to ask
providing support when needed. questions or seek help if needed.
➔ Have students work until the bell, if ➔ If finished early, share with another student who
3,4
students finish early have them share has also finished early.
with a partner or add more detail. ➔ Return markers
➔ Collect markers from students.
➔ Thank the students for using their
1,4 imaginations and helping me to use my
imagination and for working hard.
Instructional Strategies or Design:
Read aloud, children’s literature, modeling of task, guided class discussion, activity booklet, one on one support,open ended
questions.

Tools of Inquiry:
Children’s Literature, connecting to own experiences, asking open ended questions, viewing of book trailer,
creative/artistic expression, turn and talk.

Links to Technology:
Journey book trailer (1 min) https://www.youtube.com/watch?time_continue=8&v=SxUs41jB4Ts

Materials and Supplies:


Journey by Aaron Becker, marker for each student, activity booklet for each student, example of completed activity
booklet, projector, computer.

Accommodations/Adaptations/Differentiation:
Have students who are easily distracted sit close to me. Repeat directions as needed to keep students on task. Provide one
on one support when needed. Read unknown words aloud.
Maine Common Core Teaching Standards (MCCTS) (Check those that are part of this lesson.):
Check only those that are part of the lesson plan, not those that are part of lesson implementation.

The Learner and Learning Instructional Practices


X S1 Learner Development X S6 Assessment
X S2 Learning Differences S7 Planning for Instruction
X S3 Learning Environments X S8 Instructional Strategies
Content Professional Responsibility
X S4 Content Knowledge X S9 Professional Learning and Ethical Practice
X S5 Application of Content S10 Leadership and Collaboration
Technology
X S11 ISTE Standards.T

Reflection:
After teaching this lesson, I found that the students really enjoyed the ability to use their creativity and
imagination. I think imagination plays such an important role in students’ lives and I want all students to know that they are
capable of anything they want to achieve. Skills such as goal setting and problem-solving starts with imagination, which
means educators cannot ignore the importance of supporting students as they use their unique minds to create and produce a
wide variety of products. This lesson begins to touch upon my belief that education needs to be conducive and unrestrictive
towards the development of creative minds.
I think it was important to start the lesson with a discussion about how movie trailers get us excited to see movies
because children need to know that it is a wonderful thing to be excited to read a book. The book trailer was short and it
helped the students know what to expect from the story.
One thing I would like to change would be to do this lesson with two smaller groups of students. I think this would be
beneficial for the students because we could spend more time discussing each page and each student would have more ‘air
time’, or time to share their thoughts, observations, predictions, connection and comments. With a smaller group, we could
have more in-depth conversations about what the illustrator was trying to tell us by adding certain details. Behavior
management and making sure students’ eyes were looking at and taking in the illustrations would be easier with a smaller
group of students. I know a few students in this classroom have a very hard time sitting on their bottoms for stories and I
wish I was better able to pull them into the story so that they could become so enthralled in the book that they didn’t have a
chance to become distracted.
I was delighted with how well the students were using their creative thinking to complete their activity booklets.
The students’ actions and words allowed me to know that they were learning. Each learner has such unique thoughts and I
think an activity like this allowed me to get to know the students better. I am also glad that the students were engaged in
creating their own journey, this is a very creative class and I loved that I was able to observe students as they excelled at
using their imagination and engaged in conversations with their peers about what they were creating. One of my goals was
for students to understand the power of their imagination and I believe this goal was met because the class was able to
engage in creative expression and they had fun while demonstrating their understanding of how pictures can tell stories.
My goal for the next time I teach this lesson is to provide the students more time to discuss the story, create their
journey and share their booklets. I had students coming up to me during the independent work time wanting to share what
they had drawn and told me what they were planning on drawing. This lesson provides enough guidance to point the
students in the right direction but also gave the students the power and freedom to create what was in their minds and put it
onto a piece of paper.