Intern Name: Madison Delecluse

Lesson Title (Subject/Topic): Prediction

Grade: 1st
Length of Lesson: 20-30
Date Taught:
LESSON PLAN TEMPLATE
In this lesson… All students will make a prediction about what they believe
will occur next in the book,¨Charlie Anderson¨. then confirm whether their
Overview predictions were correct?

Standards of 1.9 The student will read and demonstrate comprehension of a variety of
fictional texts. d) make and confirm predictions
Learning
Who is Charlie Anderson (as I show them the front cover)
Where do you think Charlie goes during the day?
Essential Questions What do they mean he has two homes like Elisabeth and Susan?

Students will be able to…

Identify who the main character is.
Objectives Create an image in their head that predicts where Charlie goes in the middle of
the book.

I can…. predict what will happen next in the story.

Learning Target I can…. create images in my head of where Charlie goes.
Necessary Prior Students have prior knowledge of imagination so it will help them be able to
predict where Charlie is and may go.
Knowledge
The book ¨Charlie Anderson¨
A worksheet ( I hand out)
Materials A pencil
colored pencils
Who do you think Charlie Anderson is? Is he a person? A dog? A cat? What do
you think he is going to do?
Introduction/Hook

1. Call all students to come sit in their square on the rug.

2. Ask them who they think Charlie Anderson is.
3. Introduce them to the cover and title of the book and ask if they
Instructional predicted who Charlie was correctly.
Activities & 4. Read the book up to where Charlie starts disappearing during the day.
5. Send them back to their desks to write out a prediction of where Charlie
Strategies the cat goes.
6. Bring them back to the rug and ask them what they predicted.
7. Continue reading till the end of the book and ask them if their
predictions were right.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 8. After the book we will all talk about the book and their favorite and least
favorite part of the book.
The closure activity goes along with my last step in instructional activities. I
Closure Activity will ask the students their favorite part of the book and their least favorite part.
Fuzzy
Daytime
Key Vocabulary or Discover
Concepts Evening
step-mother
purr
A worksheet with lines to write their prediction and a box underneath for them
Assessments to draw their prediction.
none
Accommodations
Charlie Anderson the book
Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Madison Delecluse
Lesson Title (Subject/Topic): Prediction
Date of Lesson Taught: 1/24/2019
Cooperating Teacher: Tracy Jernigan
Grade: 1st
Time of Day: 11:30 am

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I talked to my cooperating teacher about the type of lesson I should create and the worksheet to follow it.

2. How did the SOLs and Objectives help focus your instruction?
I knew the SOL was about making and confirming predictions so I called about three or four of them to share
their predictions and at the end of the book asked if anyone predicted correctly.

3. What parts of the instructional plan worked well/as you anticipated?

The illustrations on the worksheets, I was nervous about them at first but they all ended up turning out great.

4. What, if any, parts didn’t work as well? Did any adjustments need to be made once you began?
One part I had to fix in the beginning of the lesson was where I was going to read the book. It was either in my
hands facing them or on the promethean board.

5. How well did you anticipate the materials needed? What could you have done differently?
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
I could have got them sharpened pencils so they didn't have to keep coming up to me and asking me to sharpen
their pencils.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The assessment I used was absolutely great. They had the opportunity to draw and show what they predicted.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I know this lesson was a success because of how well the students predictions turned out and how great their
illustrations turned out. Commented [1]: good! Glad to hear it!

8. Did you spend enough time preparing for your lesson? How did your preparation contribute (or take away
from) the success of your lesson?
Before I started my lesson, I read the book a day before I taught the lesson so I already knew what It was about
and didn't have that hard of a time reading it to them.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
If I were to re-do this lesson with them again, I would change my tone on how I read the story and I would have
more confidence in myself.

10. Any last comments/reflections about your lesson?

nope. :)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II

Intern Name: __Maddie Delecluse____Lesson #__2.2___

● Written (typed) Lesson Plan: _45__/50

[See comments on LP]

● Supplemental materials: _15_/10

Comments:

● Self-Evaluation: _0_/15
Comments:
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Total: _60__/75
Reminder: Lesson Plans should be submitted within 48 hours after you teach them!

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)