Ashland University

Dwight Schar College of Education

Standard Lesson Plan
Candidate __Marianne Ference _____________________________ Date ___10/03/2019__________________

General Subject: Language Arts

Information

Grade: 1st grade

A. Planning Learner Profile: Whole class; 15 students total, 3 of which being male; past assessments from previous teachers and running
records show that all students are below grade reading level (A-B; or below) except 4 students that are reading at level. 2
students are reading at level C, and 2 are reading at level D.
Prior Learning/Preassessment: Students have been listening to their teacher read every day and writing/drawing about how
that text relates to personal experience with a prompt and lots of scaffolding. Very minimal background knowledge for most
students as it is the beginning of the school year.

Some students from my guided reading group will have read a book about hibernation the day prior. This gives
them insight to some minimal details about autumn.
Research: According to Bandura in Social Foundations of Thought and Action: A Social Cognitive Theory, he describes how we
can use modeling as an instruction technique because most human behavior is learned observationally through modeling:
from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded
information serves as a guide for action.
Fountas and Pinnell also states how interactive read alouds enables readers to think inferentially about all aspects of texts
and helps them develop understanding of different elements of literature.
Learner Profile: Write a description of the class demographics: number of males, females, students on IEP or 504 plans,
racial and ethnic background, ELL, gifted, academic or physical disabilities, and any other factors that might help you target
your lesson to the learners in the class. Include relevant student assessment data and add to it as your lessons progress.
Prior Learning/Preassessment: Describe what prior content has been taught. Example: In the last lesson, students learned
how to measure the sides of an object accurately, which has now prepared them to find the area of an object. How was

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Dwight Schar College of Education
Standard Lesson Plan

preassessment data collected?

Research: As a teacher, you need to be able to connect theory into practice, with other disciplines or real world experiences.
Cite educational research that supports your instructional decisions. This could be in learning theory, instructional delivery,
specific content area instruction or assessment. State how your lesson aligns with the research findings i.e. Rasinski found,
that repeated readings improve fluency which can have a positive effect on comprehension. I am having the students do
multiple choral readings of a poem while teaching them how close attention to punctuation and key words will improve
their fluency and comprehension.

B. Objectives Academic Learning Standard(s) CCSS.ELA-LITERACY.RI.1.1

Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.5
Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a
text.

Central Focus Main goals are being able to identify some elements of a nonfiction text and to
describe some elements of the season autumn.
Learning Outcome The students will answer questions about the text and be able to recite at least 3
different details in the book in order to describe the season of autumn.

The students will then, observe an autumn leaf, and describe whether it is small,
medium, or large, and what color it is.
Academic Learning Standard: Write the exact wording for the appropriate content standard(s).
Central Focus: Narrow down your standard to the specific focus of this lesson that is developmentally appropriate for your
students e.g. Identifying character traits to improve reading comprehension.
Learning Outcome: Define what the students will be able to do as a result of your lesson. It should be specific and
measurable: identify who, what, when, and how. References to the objective should be made at the beginning, middle and
end of the lesson. Example: At the conclusion of today’s lesson, students will create a three-frame comic strip and use each
type of end punctuation appropriately (period, exclamation point, and question mark) with 100% accuracy.

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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

C. Assessment Formative: Informal assessments will take place every time I ask the class a question and students answer. I will often let
one person answer and see how many students agree or disagree with their answer to get a more accurate representation of
the whole class’ understanding.
Summative: The summative assessment will be when the students are in center time and they will complete their leaf
rubbings with a leaf observation. Students will apply what they know about describing words and autumn to complete this
activity.
Collect and record any assessment data from this lesson and use it to respond to these questions:
Formative: Describe how you will informally assess your students throughout the lesson (e.g., questioning, whole class
responses)? Keep in mind that you may need to adjust your plans based upon student feedback you receive. You should
provide multiple ways to conduct formative assessment.
Summative: Be very specific about the final formal assessment you will use at the end of the lesson/unit to measure
whether you have met your lesson goals. Attach the actual assessment if appropriate. This assessment may need to be
modified for individual students.
The information gained from your assessment should be used to provide feedback to your students and to guide your future
lesson.

D. Instruction, Academic Language: Predict/ prediction, nonfiction

E. Practice, &
Introduction: I will call students to sit at the carpet. I will then go over the objectives (I can statements) which will be, “I can
F. Independent
sit quietly and listen to a story being read to me” and “I can raise my hand and answer questions that my teacher asks me”.
Work
Activities and Procedures:
1. Explain that we I will be reading the book Awesome Autumn by Bruce Goldstone. Explain that it is nonfiction and
what a nonfiction book is.
2. Read book and answer the questions that are on the sticky notes inside the book on the pages. The book is very long,
so there are tabs marked on the top that are the pages that should be read. Other pages not marked, should be
skipped.

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Dwight Schar College of Education
Standard Lesson Plan

Questions are:
- Pg. 1: Why do the words at the top of the page look different from the other words on the page? (Explain what a
heading is)
- Pg. 3: Which side of the page have clothes that you would wear in the summer? Winter?
- Pg. 7: If sunlight -> leaves making food -> leaves turning green . . . Turn to the person sitting next to you and
predict what happens in autumn/winter that makes the leaves die/change color?
- Pg. 14: Can you think of other plants you see on the ground in autumn other than leaves? (ex. Acorns, pine cones)
- Pg. 17: Can you think of some trees that don’t change color?
- Pg. 23: What are crops?
- Pg. 24: Raise your hand if you know what a cornucopia is. What is it?
- Pg. 25: Have students come up and point to pictures they see on the page that are certain shapes. (ex. Round,
triangle shapes)
- Pg. 33: Can somebody from my group yesterday explain what we learned what some animals do in the winter?
- Pg. 42: The last sentence in the book reads, “What other changes will winter bring?” Ask students to make a
prediction in their heads and see if your prediction comes true in the winter.
- End of story: “Can you tell me some details from the story that describe what happens in autumn?”

3. Go over I can statements again on the board with students so they can recognize whether or not they have done
what was asked of them.
4. After reading story, go over what they will be doing in center with the leaf rubbing. Talk about how the book had
many describing words in it, and how they will be using their own describing words to talk about a leaf that they
pick from my collection.
-The worksheet has a section for a leaf rubbing, as well as describing its color and its size (small, medium, or large)
and finishing the writing prompt starting with “I picked my leaf because . . .”

Materials: The book Awesome Autumn, SmartBoard to display “I Can” statements, sticky notes, leaves, leaf observation
worksheet, crayons, and pencils
Differentiation: Interactive read alouds allow students to work freely and at their own pace. When reading the story with my
big book, and pointing to the words while reading them, it allows for students that may know the words to follow along and
read with me in their head, and for students that don’t know to start to recognize some common sight words. Asking
questions with the whole group and allowing students to answer in front of their peers allows students that know these
questions to answer critically, and for others that do not know to have an example to how to think critically about a text.
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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

Learning Conditions: The lesson will be taught to the whole class at once on the carpet during reading time. The leaf
observation activity will be done in small groups during center time.
Closure: I will give them directions about what to do at the writing center that relates to the book. I will show them how to
do a leaf rubbing. I will also read them the directions on the page and explain that they must fill in the blanks with
describing words. They will also write about why they picked that specific leaf from the collection.
Academic language: Identify content-specific words e.g. perimeter, instructional terms e.g. analyze, general vocabulary:
frenetic to be taught in the lesson. These words should be used by both you and the students.
Introduction: State the objective for your lesson to the students using developmentally appropriate language (oral and/or
written). You should reinforce this objective throughout the lesson. Link this objective to the students’ background
knowledge and/or experiences in motivating ways to “hook” the learners into your lesson.
Activities/Procedures: Describe in detail how you will teach your goal objectives and academic language and what
methods you will use e.g. demonstration, lecture. Then describe what activities the students will do e.g. small group
discussion, experiments. Your plans need to be detailed and clear enough for a substitute teacher to follow. Your methods
and activities must be aligned with the goals of your lesson.
Materials: Include all materials needed for your lesson: books, equipment, technology, student materials. Make sure these
are organized and ready to use.
Differentiation: Think about the students who need more help and the ones who will grasp the material quickly. What will
you do to enrich the learning for both groups? Here you might consider Bloom’s Taxonomy, Learning Styles, Tomlinson’s
Tiering approach, Universal Design for Learning, and Multiple Intelligences. Also, be sure to include accommodations
Learning Conditions: List how the lesson will be delivered e.g. whole class, small group and any special circumstances:
substitute teacher, new student, students on individual behavior plans, safety conditions for lab work etc.
Closure: Describe how you will end your lesson by restating or reinforcing your lesson goals and encourage students to use
this new learning in other contexts.

G. Reflection Content: My overall goal for this lesson was to just introduce the students in my class to a nonfiction book about the season
Autumn and for them to gain an introduction on both of those topics. Oct 22 nd is when my class and I will be taking a field
trip to a farm where they will be participating in many fall activities. This book allowed for the students to gain an
understanding of many different topics that they might see at this farm. Some things that we talked about in the book that
they might see are different fall crops, the leaves changing color, etc. I hope that the students will take what they learned
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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

from this book as background knowledge and add to their knowledge of fall on the field trip. I also believe that by reading
this book, it has broadened their knowledge of some describing words that they can use to then write and speak with.
After looking at the summative assessments, they are able to use describing words with prompting. Many of them chose to
use either the size, or the color in order to describe why they chose their leaf (this was two describing words they had to use
to describe the leaf on the page already). Some however, chose their own words like how their leaf was “big”, or it “had
dots”.
Delivery: The students were very engaged during my lesson. The students were very eager to answer all the questions
being asked of them. I was nervous going into the lesson because I know that nonfiction books can be perceived as boring by
some students. The book also contained lots of information that was above grade level and may had been hard for them to
grasp. (ex. How leaves have chlorophyll in them and that is how they produce their own food in the summer) However, I
tried to break down confusing parts to them, and they seemed to understood when I explained it to them. As long as I can
show that I find the book very interesting and how I want to know more, the students do too!
Changes to improve this lesson: The biggest change that I needed to improve in my lesson was the summative assessment.
The summative assessment should have been focused more on describing autumn as a whole, not just describing autumn
leaves. I became too focused on wanting to do the leaf rubbings and having a fun activity, that the assessment did not match
my objective completely. However, I think in the future if I want to do a fun activity, I can do that in addition to a more
formal summative assessment if I cannot think of a way to link them together better.
Content: Write a reflection on whether the students understood the content of your lesson and if you achieved the goals of
your lesson. Use your assessment data as evidence for this.
What patterns of strengths and needs of the students do you see?
Delivery: Write a reflection of the way you delivered your instruction.
Were the students engaged in learning?
Did you need to change your plans based upon the students’ responses?
What went well in the lesson?
Could you have done things differently?
Changes to improve the lesson: If you taught this lesson again, what would you do differently?

Rev. 6/21/2019
 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

Rev. 6/21/2019