Daily Lesson Plan (Template)

Name: Autumn Repass Date: 2/15/2021 & 2/16/2021

Subject: ELA Topic: Weather

Grade: 1st Length of Lesson: 60 minutes

The Big Idea: What happens during a storm? How can the story “The Storm” help us understand
characters?

Domain: Reading

Cluster: Key Ideas and Details

Standard: ELA.1.3

Describe characters, settings, and major events in a story, using key details in literary
texts.

Specific Objective: The student will demonstrate mastery in describing characters and
other key details of a story with 90% accuracy as measured by a summative assessment
in completing a graphic organizer.

Introduction: To introduce this lesson the teacher will bring out a rain stick and turn it upside to
give the sound of rain. The teacher will then bring out a drum and strike it to give the effect of
thunder. Lastly the teacher will bring out a camera and take a picture with the flash on to depict
lightning. The teacher will then preview the topic using effective questioning. The first question
the teacher will ask the students is “What is a storm?” (The student’s responses may vary). The
teacher will write the definition of a storm on the board and read it to the students. The definition
is “A violent disturbance of the atmosphere with strong winds and usually rain, thunder,
lightning, or snow.” The teacher will then ask the students “How can you tell a storm is
coming?” The teacher will tell the students to think back on the first lesson in the unit about
weather and what we see in the sky. The students should respond with answers such as “Look at
the sky, clouds move closer, you can hear thunder and see lightning. The teacher will then tell
the students that they are going to read a story about bad weather called “The Storm.” The
teacher will ask students what they think might happen in a story called “The Storm.” The
teacher will listen to all opinions about what the story might be about and then tell the students
that our EQ (essential question) for the day is what happens during storms? Which we’ve already
briefly discussed, but the teacher will ask students, “How can a story help us to understand
characters?” The teacher will then pull up a video using YouTube to give the students an idea of
how they can describe characters in a story. Link to video will be cited below. The teacher will
tell the students to listen carefully to the video because there are three things that characters do in
a story and they need to listen for those three things so that they can write it down and have a
chance to come up and write it on the board for all of the class to see. The teacher will give a
visual clue and tell the students to look for the monkey and mouse holding a flower to know
what three things a character does in a story. The answer is that characters think, feel and act.
After the video the teacher will ask the students what three tings characters do in a story and the
students should respond with think, feel, and act.

Method(s): Effective questioning will be used during the introduction of the lesson as well as
during the direct instruction and guided practice. Whole group instruction will be used during
lecture as well as “notebooking” the high frequency words throughout the story. Formative
assessment process is used during the lecture and guided practice activities. Graphic organizers
are used in guided and independent practice.

Materials/Equipment/Technology/Community Resources: Smart board, YouTube, elmo, rain

stick, drum, camera, Journey’s textbook, Journey’s reader notebook for independent practice
activity, graphic organizer for guided practice activity, notebook paper, pencils, crayons, white
paper.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections: The

teacher will present the lesson in a whole group setting and the teacher will have students get out
their reading book. If students need an extra tip on finding this book the teacher will tell students
that the book is blue and green and has a cat reading a book on the front of it. The teacher will
open the teacher edition book and place it under the elmo or students to see the book on the
smartboard as they follow along. The teacher will instruct students to write down the yellow
highlighted words throughout the book as we follow along. The teacher will read the story and
instruct the students to follow along. As the teacher reads the story, he/she will stop at the
highlighted words to let the students write them down. The teacher will also stop periodically
throughout the story to check for understanding and to be sure that students are following along.

The teacher will begin reading and stop at the first word which is “look.” The teacher will ask
students what it means to look? The next word is “He,” the teacher will ask students is he means
a boy or a girl? The teacher will then ask students who “he” is in the story, the students should
respond with “Pop”. Students will know that “he” is Pop because of the first sentence in the story
is “Pop has come in.” The teacher will continue reading and stop at the next highlighted word
which is “have.” The teacher will continue and stop at the next highlighted word, “what.” The
teacher will ask the students what Tim and Rip see in this part of the story. The teacher will tell
the students to examine the page that they are on and describe what they see. The students should
say lightning. The teacher will explain that sometimes in a story we have to use pictures to find
out what is happening in the story. The teacher will continue reading and stop again at the word
“too.” The teacher will ask the students if they know what this word means? The teacher will
then explain that the word “too” means that Rip also did what Tim did, which was hide in his
bed. The teacher will remind students that “too” with two o’s is different than to with only one o.
The teacher will continue reading and stop at the word for, the students will write this word
down as they have all the other highlighted words and then the teacher will ask the students what
Pop had for Tim? The teacher will explain again to look at the picture if they cannot figure it out
on their own. The teacher will continue reading and finish the story. The teacher will then go
over all the highlighted words to be sure that the students understand the meaning of each one.
The teacher will then ask the students to describe what type of storm there was in the story
asking, “How did you know it was raining?” The students should say because the man on the
first page is holding an umbrella, or the first sentence of the story says that Pop was wet. The
teacher will write each question and answer on the board for students to refer back during the
remainder of the lesson. The teacher will also ask “Did Tim hear or see anything that reminds us
of what a storm is like?” The students should say that Tim saw lightning.” The teacher should
also ask students if Tim saw lightning then he most like heard what?

The teacher will then tell the students that in “The Storm,” we read about different characters.
The teacher will then create a chart on the board with characters on one side and actions on the
other. The teacher will begin by asking students what characters are in this story? The students
should say that there are three characters, Tim, Pop, and Rip. (The students will keep their books
out to flip through pages if they need to). The teacher will write Tim, Pop, and Rip on the board.
The teacher will then ask the students to turn to the 3rd page in the story. The teacher will ask the
students, “Why are there only three characters when we see Tim’s mom and dad in that picture?”
The students will likely not know the answer to this question so the teacher will explain that
Tim’s mom and dad are not important characters because they did not have a role in the story,
they were only in the picture. The teacher will then ask students how Rip acted throughout the
story. The students may say excited to see Pop, scared of the lightning, happy that Pop gave him
a hug when he was scared or happy when Pop was playing with Tim and Rip. The teacher will
then ask how Pop acted throughout the story. The students may say Pop was happy to see Tim
and Rip, happy to play with Tim, or happy to read Tim a story and give him hug. The teacher
will then ask how Rip acted, and students may have similar answers to how Tim also acted.

Guided Practice: To begin guided practice the students will complete a graphic organizer to
review their high frequency words. The students will complete each sentence with the correct
word from the word bank at the top of the graphic organizer. The teacher will give each student a
graphic organizer and instruct them to first put their name at the top and then sit quietly with a
thumbs up when they have done that. The teacher will then open her teacher edition book to page
17 to the same graphic organizer and place it under the elmo for students to follow along. The
teacher will explain the instructions to the students by stating, “I am going to read the first
sentence and say blank where a word is supposed to go. The teacher will then tell the students
that they will read the sentence out loud or to themselves and decide which word fits best in the
sentence. The teacher will call on a student to guess which word goes in the first sentence. If the
student is correct the teacher will say “That’s right” and then instruct students to write that word
into the blank on their first sentence and then cross out the word that they used at the top. The
teacher will write in the correct word in her G.O. so that students may look at it if they are
struggling to follow instructions. The teacher will read the second sentence and then tell students
to read that sentence aloud or to themselves and decide which one fits best. The teacher will call
on a different student and have that student guess a word. Again, the teacher will tell the students
if they are correct or not and then have them write that word in the blank for the second sentence.
If the student is not right the teacher will read the sentence with the word that the student guessed
out loud to see if the student realizes that that word does not make sense in that sentence. The
teacher will give the student a second try and then call on a different student if necessary. The
teacher will fill in her G.O. with the correct word on the elmo. The teacher will continue this
process for the next sentence and then let the students complete the last three on their own. The
teacher will instruct the students to finish the last three and when they are finished to give her a
thumbs up and he/she will come around and check their answers. After each student is finished
the teacher will call on three students to read the sentences aloud to determine if they are correct
or not. The teacher will continue to fill in her G.O. for students to look at.

The teacher will then refer to the E.Q. and ask students again what happens during a storm. The
teacher and students will have an open discussion about what happens during a storm and then
the teacher will ask students what happens during the story and how does it make Tim feel. The
teacher will write three questions on the board. The first will be “How does Tim show his
feelings?” The teacher will ask the students this question and discuss different ways that Tim
show his feelings. Students should respond with, “He hugs Pop when he arrives, he plays with
Pop, he hugs Pop after the being scared. The teacher will ask students if all these actions show
that he is happy or sad? The students should say happy, if the students do not understand why
these are happy actions the teacher will tell students to examine the pictures again which shows
that Tim is happy. The teacher will then ask the students how else Tim showed his feelings? The
students should respond with “He was scared during the storm.” The teacher will ask the students
how they knew that Tim was scared? The students should respond with “He hid under his bed.”
The teacher will then write the second question on the board which is “How does Pop help
Tim?” The students should respond with “Pop helped Tim when he was scared by bringing him
something to drink, giving him a hug, and reading him a story.” The teacher will then ask the
students how they know? Students should reply with “The pictures in the book showed these
actions, and the story said that Pop gave Tim something to drink, gave him a hug, and sat with
him. The teacher will then ask the third question which is “What does Tim see and hear during
the storm?” The students should respond with “Tim sees lightning and hears thunder during the
storm. The teacher will ask the students what evidence they have for this answer. The students
should respond with “The pictures showed that Tim saw lightning and he hid under his bed.”

Independent Practice: For independent practice the students will act like they are Rip, Tim’s
dog. The students, as Rip, will tell their friend Skip, also a dog, about what him and Tim saw the
night of the storm. The students will have a graphic organizer that will have a picture of skip on
it. The students will fill in the graphic organizer with details about what Rip and Tim saw in the
storm. There will be seven sections that the students will need to fill in with the correct details
about the story. The students will then get to color the dog Skip on the paper and then draw their
own version of what they think Rip looks like. The teacher will give the students the graphic
organizer and instruct them to first put their name on the top. The teacher will then remind the
students that they are Rip, so when they get to the section that says “I felt” that they must
remember they have to write about how Rip felt. The teacher will walk around and monitor
students as they complete this activity and answer questions as needed. Once the students have
completed the activity the teacher will tell the students that they can get out their pencil box and
color Skip and draw their own version of Rip.

Differentiation: The teacher will use different modalities throughout the lesson such as visual,
auditory, and hands-on. Visual and auditory modalities will be used in the introduction of the
lesson as well as through direct instruction and guided practice. The teacher will write and read
aloud the questions and answers that are written in direct instruction and guided practice and the
teacher will leave the work on the bard for students to refer to if they it throughout the remainder
of the lesson. The students can be placed in mixed ability groups if needed to complete the
guided practice activity. If students cannot read the section of the graphic organizer in the
independent practice activity the teacher will read the sentences aloud to the whole class for
students who need it.

Evaluation/Assessment:

Formative Assessment: Students will be formatively assessed on their knowledge throughout the
lecture of the lesson as well as during the guided practice activity. Students will also be assessed
on their exit ticket activity to ensure that they clearly understand the concept of the lesson.
Students will also be assessed on the neatness of the independent practice and lesson closure
activity.

Summative Assessment: The students will be assessed on their independent practice graphic
organizer. The students will need to correctly fill in the graphic organizer for a total of 50 points.
The students will receive 5 points for each section that they fill in correctly on the graphic
organizer, 5 for coloring Skip, and 5 more for drawing and coloring their ow version of Rip the
dog. Students will also be assessed on an end of unit test.

Wrap-Up (Lesson Closure) /Concluding Activity: To close the lesson the teacher will instruct
the students to write 3-4 sentences about an experience that they have had in a storm, rain or
snow. The students will need to reflect on the characteristics of a storm to remember a time that
they have seen or been caught in a storm. The students may also draw a picture below the
sentences of their experience in the storm. In addition to writing about their experiences, students
must turn their paper over and complete and exit ticket. The students must name the 3 characters
of the story “The Storm” and the actions that these characters felt throughout the story. This will
give the students a chance to reflect on what they comprehended from the story and give the
teacher affirmation that the students grasped the concept of the lesson. The teacher will take up
the papers once all students have completed the activity. If there is enough time left in the lesson
the teacher will pass around the rain stick for each student to have a chance to look at and feel.

CITATIONS OF ALL RESOURCES USED (You are required to cite at least three outside
resources for your lesson plan.)

This lesson will take approximately 60 minutes.

Baumann, J., Chard, D., Cooks, J., Cooper, D., Gersten, R., Lipson, M., Morrow, Lesley.,
Pikulski, J., Templeton, S., Valencia, S., Valentino, C., Vogt, M. 2015. “Journey’s.”
Houghton Mifflin Harcourt.
Journey’s Readers Notebook. Houghton Mifflin Harcourt.
Chart for direct instruction. Retrieved from Journey’s Textbook.

Guided practice graphic organizer. Retrieved from Journey’s Reader’s Notebook.

Independent Practice graphic Organizer. Retrieved from Journey’s Readers Notebook.
Online Resources:
Character Video found on YouTube

https://www.youtube.com/watch?v=Aq4jnZfnKS4&t=29s

Rain stick. Retrieved from google.

https://www.google.com/search?q=rain+stick&sxsrf=ALeKk02fnOP_BMCL6TDgqQrWJe4E6K
54OQ:1582514321808&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiJgoOgnennAhUZlXIE
HbDVBcIQ_AUoA3oECBEQBQ&biw=1366&bih=654