Mini EATS Lesson Plan Template

Teacher Candidate: Amanda Cox and Brianna Chelsea Jackson

Lesson Grade Level: 1st

E: Essential question:
● What standards based question should your student(s) be able to answer following the lesson?
● How will you assess the learner?
● What outcomes will you measure?
A: Activating strategy, known as anticipatory set:
● How will you activate prior knowledge and hook the student’s interest?
T: Teaching:
● How will you teach using the gradual release of responsibility?
● You model in I Do, Group/you with student model in We Do, and release student to be independent with support in You
Do
● Be specific and script out step-by-step so the reviewer will envision the lesson.
S: Summarizing strategy or closure:
● How will you wind up the lesson and help the student to summarize what was learned?
● Help your student walk away with what you intended.

E: Standards based question your student(s) be able to answer in the summary/closure. Address each bullet point by writing your
response below the corresponding bullet point.

● Essential question:
Why are bold words important? What do they do?

● Standard(s):
1LA.D.25: write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
some sense of closure

● Objectives/Goals:
Students will understand the purpose of bold words.
 Students will use bold words when writing an informational text.
Students will use text, sound, and space to create a multimodal text.

● Assessment(s):

o Formative:
Students will fill out a graphic organizer with three boxes as they research Immigration. They will list three facts
they learned while researching.

o Summative:
Students will create an informational book with Google Slides. They will have to use text and audio video in their
finished product. They will have to include a title page, table of contents, bold words, and three facts.

A: Activate prior knowledge and hook the student’s interest.

The teacher will read a picture book about immigration (ex. Home at Last by Susan Middleton Elya).

“As we read this book I want you to think about how the characters got to their new country”

T: Script you will use to via gradual release of responsibility. Must script out what the teacher will say, do not tell, but show via
teacher script. Not providing a script will result in loss of points.

Day 1

I do: {Find a nonfiction book on immigration} “We have been learning about how to write informational texts. Now you are going
to create your own informational book on the computer! But first we have to do some research. Your informational book is going to
be about immigration. I am going to read this book and as I read I want you to use the graphic organizer to write down three facts
you learned. Let me show you how to do it first.” {Teacher will read the first page of the book} “Wow, I just learned that people
can move from any country! I am going to write that on my paper”

We do: {Pass out graphic organizers, show informational text about immigration under document camera} “Now let’s try and do
this together. I am going to read another page and let’s see if we can find another fact.” {Teacher reads next page} “Can someone
tell me a fact you learned?” {Take student responses} “Yes, that is a great fact let’s add our facts to our papers”.

You do: “Now I am going to keep reading this book. As I read, write down some facts you hear. You need three facts for your
book. If you need help finding facts at the end I will help you. When you are done turn in your facts” {Students write their three
facts and teacher reviews students’ facts to make sure they are relevant}

Day 2

I do: {Choose an informational text with prominent bold words} “As I read this book I want you to tell me what you notice” {Read
a page or two and see if students notice bold words, if not give prompts} “Yes, these are called bold words. Authors use bold words
to add emphasis, that means they want people to notice that word. Sometimes authors use bold words to show readers which words
are in the glossary. Other times authors just want readers to pay special attention to certain words.”

We do: {Choose a couple sentences with bold words} “I am going to read this sentence out loud and then I want you to turn and
talk to your partner and talk about why the bold word is important in this sentence.” {Students turn and talk and then share out.
Repeat for each sentence} “Now I am going to take one of my facts from yesterday and find one word to make bold” {Teacher will
preplan a sentence and choose a word to bold as they model}

You do: {Teacher will pass out each student’s fact from the day before} “Now I want you to choose at least two words in your
sentences to be bold. These can be words that your reader might not know or words that you think should have more emphasis”

Day 3

I do: “Now that everyone has three facts we are going to make our own informational books. You are going to make your books as
a Google Slide. Today I am going to show you how to add sound to your slides.” {Model how to add audio to Google Slides}

We do: {Teacher will hand out student written facts from the previous day}“Turn and talk with your partner about which words
you decided to bold and why”

You do: {Remind students how to log on and access Google Slides} “Now you are going to make your own informational book.”
{Refer to anchor chart on informational text features} “Your book needs to have a title page, three facts with at least 2 bold words,
and pictures.”
S: Summarizing strategy or closure to know your student learned the essential question

Students will be paired up with a partner and they will present their book to them. They will also share their books with their teacher
so that they can assess them.