Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Jillian Gallegos Kershaw

Grade Level 1st
Subject Vocab/Reading
Date 3/11/2019

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be able to use, identify and understand the
What do I want my students to vocabulary words: project, structure, contented, intend,
know and be able to do? balance, marvelous and section.
Students will be able to ……
Students will be able to fluently and accurately read 1st grade
level text.
Standard : Reading: Foundational Skills Standard 4
What is the CCSS that Read with sufficient accuracy and fluency to support
corresponds with this objective? comprehension.
Language Standard 4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.

Language Objective: Reading: The Joy of a Ship

What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Talking: Partner talk, repeat story out loud
Writing: Word Hunt in journal
Listening: listen to me as I explain definitions and listen as the
story is read/repeat.

Assessment: Assessments as I listen to partner talk and pronunciation of

What assessments will I utilize vocab words, and writing words in journal during word hunt.
to determine that my students
 have learned and met the
objective?

Materials and Resources: Powerpoint

What materials and resources Readers Writers Workshop book – “The Joy of a Ship”
will I utilize to facilitate student Reflection Journals
learning? Pencils

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction: Introduce the essential question for the Students will discuss
__7__ minutes week: How do things get built? in partners how they
How will I clearly communicate know things get built
the objective and purpose for using sentence
learning? How will I provide frame: Things get
background knowledge? How built by ______.
will I “hook” the students?
Check for Understanding: Walking around an engaging in student Students will get
How will I know that all talk called on to share
students know the objective and what they discussed
purpose of the lesson? Ask students to share the ways they know
things get built.
Instructional Strategy: Teacher Introduce the new oral vocabulary words Students will share
Modeling –“ I Do” for the week: project, structure, definition if they
__7__ minutes contented, intend, marvelous, balance and know it.
What will I say and do as I section.
demonstrate the demonstrated
the concept? Ask students if they know what the word
means before giving definition.
Check for Understanding: Ask students to repeat the oral vocab Correctly repeating
How will I know that the the vocab words
students have a clear
understanding of the concept?
Instructional Strategy: Guided As a group we will read The Joy of a Ship. Reading story out
Practice – “We Do” Computer will read a page before we read loud as they follow
___15_ minutes it as a whole group. along in the text with
How will I engage my students eyes and finger.
instructionally with the
concept?
 Instructional Strategy;
Independent Practice
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
___4__minutes
How will I review and clarify the
concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the lesson
went well? What components
will I modify?
I will guide students by asking them what Students will identify
words they see after each page is read. oral vocabulary
words and oi,oy
pattern words in the
Writing the words along with them on the text and write them
board. in their journals.
Students are writing
in their journal
Ask students to discuss the story they just Students will discuss
read. the story at their
tables – table
“What happened first, next, then, and captains start
last?”
I think that partner talk/share is very
important, but in the future I would
shorten it for this lesson. We spent a little
too long on it this time and had to rush
the end of our lesson. I think that setting
a timer for partner talk/share would help
keep me and the kids accountable and
the lesson running smooth.
I was worried that the story (about a ship)
wouldn’t be very relevant to my students,
because we are land locked. I was
pleasantly surprised how excited they
were about ships and how much they
connected to the content. A few students
had been on a ship or had seen one, but
many had stories of their parents on a
ship or seeing them on tv/movies. Do to
the excitement of ships my students got
pretty rowdy. I had them put their heads
down and got them to refocus. I think
that this went really well and they got
back on track pretty quickly.