Lesson Plan Template

Candidate Name: Grade Level: Subject/Topic: Date:

Grace Kendall 1st English Language Arts Nov. 9, 2020
Student Demographics
Language Proficiency Levels Special Needs Ethnicity Students

EO (English Only) IEP Hispanic Total Number of

students in class
0 2 2
10
ELL (English Language 504 African American
Learner) Male
1 3
Emerging 4
Gifted/Talented Caucasian
0 Female
1 3
Expanding 6
Struggling Reader Asian/Filipino
0
2 2
Bridging
Struggling Writer Other
0
1 0
Re Classified

Central Focus of Lesson/Learning Segment:

Foundational reading and writing

Key Content Standard (CCSS or Next Gen. put in full code and full text for each standard):
CCSS.ELA-LITERACY.RL.1.1:
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2:
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened,
use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.

Updated: 2018
ELD Content Standard by Proficiency Level(s) (if applies)

N/A

Key Modifications and Accommodations based on IEP/504, ELL: Academic – Behavioral

Include specific accommodations (such as extended time, preferential seating, segmented lessons, peer
tutor, assignment length…) for the variety of learners in your class.

Students with seeing and/or hearing impairments will have preferential seating. Students with an
applicable 504/IEP will receive extended time, as well as a detailed scaffolding for the assignment.

Modified Content Objective (if applies based on IEP/504)

No students in the class will have a modified content objective.

Learning Target/Goal (Content Objective): Must be measureable, observable and directly related to the
content standard (SWBAT…)

At the conclusion of this lesson, students will be able to recognize key details of a text and
understand its sequencing of events.

Academic Language Objective (what you want students to do during the lesson related to language skills-
listening, speaking, reading, and/or writing; also include any academic vocabulary):

Students will use temporal words to describe event sequences, and they will demonstrate
their knowledge of basic text features.

Assessment/Evidence of Learning (aligned to objective/standard with multiple means of expression for all
students):
____Formal Formative
__X__ Informal Formative
____Summative
Grouping (you may check one or more if it applies)
__X__ Whole Group ____ Flexible __X__ Pairs
____ Small Heterogeneous Group ____ Small Homogeneous Group
____ Other (describe):

Teaching Model (you may check one or more if it applies)

_____Direct Explicit Instruction ___X___ Discussion ___X___ Cooperative Learning
_____ Inquiry

Lesson Introduction (anticipatory set/hook, activation of prior knowledge) Differentiation/Multiple Means

of Representation (how are you
The students have just read If You Give a Mouse a presenting the content for varied
Cookie by Laura Numeroff. During a whole class discussion, the learners?)
students will summarize the story. We will also work as a class
to identify the story’s main characters, key details, settings, and
major events of the story. Students will be shown illustrations Students will have access to an
from the book and answer what part of the story it depicts. online discussion board they
Students will share their favorite illustrations and events within can participate in before and/or
the text with each other, and the teacher will lead and prompt a during the class discussion.
discussion about why they liked/disliked aspects of the text. Discussion posts will be
monitored and addressed
during the live class discussion.
This allows students to use
speak-to-text technology, and it
encourages participation for
varied learners who may be
hesitant or unable to speak
aloud in class. Discussion
questions and answers will also
be visually presented to the
class via whiteboard or
projection, so visual learners
are catered to, as well.

Lesson Body (modeling, guided practice, frequent checks for Differentiation/Multiple Means
understanding) of Engagement (how are you
offering all students options for
Teacher will model how to replicate the sequencing of events students to learn the materials?)
and use temporal words to signal event order that’s seen in If
You Give a Mouse a Cookie. Teacher will present a quote from
the text to examine, and then compare it to their own creation, All examples will be both read
for example: “If you give a mouse a bike, the mouse will then aloud, as well as visually
want a helmet. The mouse will ride his bike, and then he’ll want presented via whiteboard or
to rest.” Teacher will highlight the cause and effect sequence. projection to the class. They
Teacher will then model a second example, this time with input will also be accessible to
from the class: “If you give a mouse a ___, then the mouse will students online. In their guided
_____. The mouse will ____, and then he’ll _____.” Teacher practice, the students will be
may repeat until students seem to have a good understanding. able to handwrite, type, or use
Students will then be asked to create their own example speak-to-text technology to
independently while the teacher monitors and assists the class write their example.

Lesson Closing (review and formative/summative assessment) Differentiation/Multiple Means

of Expression (how are you
The class will be split into homogeneous pairs. The pairs will be offering students options to
asked to create their own unique page of If You Give a Mouse a demonstrate they achieved the
Cookie, following the examples from the lesson body. In objective?)
addition to the writing, the pairs will be asked to create an
illustration that depicts the key details of their text. Students will be able to create
their work using their choice of
media. Students may
handwrite, type, or use speak-
to-text. Students will be
provided with tools to create
their illustration in multiple
mediums, including by
drawing, collaging, using
technology, coloring, etc.
REAL Connection (see LMU Conceptual Framework)
TPE Connection (see CA TPEs)