Ana Mercado

EDU 201 - 2002

17 November 2021

EDU 201 Lesson Plan

Mrs. Mercado will introduce today’s lesson.

Students: 1st grade for Reading: Literature

Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.

Goals: Understand and recall details and facts.

Analyze character traits and the overall main idea.
Develop better comprehension skills.

Objectives: Students will be able to retell key details from the story and improve their
comprehension skills.

Materials: Buttons (given to each table), glue (each student individually), writing supplies, 2
blank sheets of paper (one for scratch paper or extra, one for their artwork), fabric (for their
artwork if paper does not stick), scissors, tape, staplers, push-pins. Displays of animal
environments will be created beforehand by the teacher.

Instructional Procedures Estimated Time

30 minutes - TO ONE HOUR

1. Gain students attention

TEACHER: Good morning scholars! Today we will try something new. We will begin today by
reading a new book and learning all about the characters.

STUDENT 1: What book are we reading?

TEACHER: We will be reading “I Went Walking By Sue Williams.” Let’s dive right into the
book.
Reading and reviewing book: 10-15 minutes

TEACHER: Now that we have read the book, let’s begin by reviewing what we saw. What kind
of animals were in the book?

STUDENT 2: A horse!

STUDENT 3: A cat!

STUDENT 1: A cow.

STUDENT 4: A green duck!

STUDENT 2: A pink pig too!

TEACHER: And a yellow dog too! Nice job everyone. I want everyone to remember the animals
and colors. They are a huge part of what the character saw on their walk. What do you guys see
when you take a walk?

STUDENT 2: I see trees.

STUDENT 4: I see trees and flowers too.

TEACHER: When we take walks we see many items, animals, people, and so on. In this book,
the child saw many animals. It will go with our lesson for the day!

Inform students of objectives, goals, and tasks. 10-15 minutes

Direct Instruction:

TEACHER: We are going to work on this individually at first, and end together as a group. You
guys will use the buttons on your tables to make drawings of the animals we read and saw about!
It is up to you my friends, to remember the animals and their specific details. We reviewed them
very quickly but everyone should have remembered.

STUDENT 3: We have to use buttons?

TEACHER: Yes, buttons are there provided. You glue them onto the paper and cut them out. If
not then you can use the fabric as well too, to glue them on.
STUDENT 5: Why do we have to cut them?

TEACHER: This goes into the second part of the activity! After you cut them you will place
them where you think they live. Everyone take a look around the classroom, do you see the small
animal homes?

STUDENT 2: Wow, that one has a small pond!

TEACHER: After cutting out the animals, you will take each one and take a guess on where they
live. This is only a guess, make your best effort! At the end, we will see which home is for each
animal.

STUDENT 1: Can we please start, I want to make my animals!

TEACHER: Yes! Everyone can begin and try to remember these animals and environments! It
will be brought up again for our exit tickets! Our goal for today is to try to improve our
comprehension skills, try to recall specific details and so forth. I can’t wait to see everyone’s
artwork!

STUDENTS ALL: Okay we will!!

Teacher: When students are finishing up, check to see if they are understanding the
environments, if so, you can review the environments knowing they understand the brief
concept. If you see they are not placing them correctly, it is needed to start by asking for
background knowledge.

5. Transfer & generalization, closure and summary. 5-10 minutes

Demonstration of Learning:

TEACHER: Now that everyone has placed their animals in the environment, let's begin by listing
the names of the animals from the beginning of the book.

STUDENTS ALL: A black cat, brown horse, red cow, green duck, pink pig, and yellow dog!

TEACHER: Nice job! Everyone correctly listed the animals and their correct details! I can see
everyone has placed their beautiful animals in the environments. Now for the majority of us, we
got them correct on our first try! Nice work scholars!
STUDENTS ALL: Woohoo!

Direction for “next step” activity. 4-6 minutes

Demonstration of Learning (continued):

TEACHER: We will begin tomorrow’s lesson with animals and their environments! Today we
learned the surface of all the animals and their homes! Oh wow scholars, everyone correctly
placed their yellow dogs in the kennel! Super proud of all of you!

EVALUATION OF STUDENTS:

Teacher will know and recognize if the students were retelling the story and key details by
having them do a quick assessment. It will consist of writing down three animals not listed in the
story and one animal that was in the story with the environment they put them in. In their exit
ticket, they will also quickly describe what animals they might see if they were to go on a walk.
 Works Cited

This adapted literature resource is ... - ric | ric | home. (n.d.). Retrieved November 23, 2021,

from http://w3.ric.edu/sherlockcenter/dsi/Walking.pdf.

Free K - 12 lesson plans from world-class teachers. BetterLesson. (n.d.). Retrieved November

23, 2021, from https://betterlesson.com/browse/master_teachers/projects.