Intern Name: Amelia Miles

Lesson Title (Subject/Topic): Santa’s Stuck

Grade: 1st
Length of Lesson: 2 hours
Date Taught: 12/3/21 & 12/9/21
LESSON PLAN TEMPLATE
In this lesson… students will listen as Santa’s Stuck by Rhonda Gowler Greene
is read aloud. They will answer questions about the story while listening, and
Overview then apply knowledge of the book in a craft activity and a writing activity.

SOL 1.1
Standards of a) Listen and respond to a variety of media, including books, audiotapes, videos,
and other age-appropriate materials.
Learning b) Tell and retell stories and events in logical order.
d) Express ideas orally in complete sentences.
- What happens in Santa’s Stuck?
Essential Questions - I can listen to directions.
- I can write complete sentences.
Students will be able to… listen to a story and analyze by answering prediction
questions along the way. They will also be able to correctly follow directions in
Objectives both a craft activity and writing activity relating to the story.

Learning Target Completely analyze an oral story through a variety of activities.

- predicting
Necessary Prior - listening to oral directions
Knowledge - writing complete sentences

- Santa’s Stuck by Rhonda Gowler Greene

- paper worksheets to cut out
Materials - crayons, scissors, and glue
- paper worksheets to write on

Enthusiastically introduce Santa’s Stuck to the students and begin to read aloud.
While reading, ask questions like:
- What do you think will happen next?
Introduction/Hook - Why do you think Santa got stuck?
- Will Santa ever get out of the chimney?

After reading, the students will be instructed on how to complete a craft activity
of Santa's legs sticking out of a chimney. They will be given sheets of paper
Instructional with cut-outs to color and glue together according to the directions.
Activities &
Then, the children will be given a worksheet to complete; they must think of
Strategies another way that Santa could possibly get unstuck from the chimney, other than
what happened in the story. So, they need to recall what happened in Santa’s
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Stuck and brainstorm other ways the story could’ve ended. They will write their
ideas in chronological order: First, Next, Then, and Last.

- First, Next, Then, Last

- Santa
Key Vocabulary or - Animals
Concepts - Reindeer
- Push
- Pull
Collect all parts of the lesson and put them together into one cute little piece of
Assessments artwork.

Watch as Mrs. Furst puts the student examples in the hallway :)

Closure Activity
A couple students might need a little extra help when listening to oral
Accommodations directions; all they’ll need is a quick reminder about what to do next.

Santa’s Stuck by Rhona Growler Greene

Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Amelia Miles
Lesson Title (Subject/Topic): Santa’s Stuck
Date of Lesson Taught: 12/3/21 & 12/9/21
Cooperating Teacher & School: Mrs. Furst - John B. Dey Elementary School
Grade: 1st
Time of Day: 11:05 - 12:15

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I discussed which objectives I could create a lesson about with my cooperating teacher. She supplied a
Christmas themed story to read to the students, along with the worksheets needed for the activities.

2. How did the SOLs and Objectives help focus your instruction?
They kept me on track so I didn’t stray from the main focus of the lesson. Also, they helped me remember what
kind of age range I needed to keep in mind.

3. What parts of the instructional plan worked as you anticipated?

The students listened to the story and followed oral directions to complete a craft extremely well.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
4. What, if any, adjustments needed to be made once you began?
I probably would have changed the writing assignment a little bit, just because the concept confused a lot of
the students. They weren’t sure how to break up their ideas into four different steps and struggled on that a
little bit.

5. How well did you anticipate the materials needed?

Extremely well, there were just enough leftovers for some of the students who made mistakes to re-try certain
steps.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
It was pretty effective, since the students got the opportunity to see all of the hard work they put into this
lesson and see it proudly displayed in the hallway.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I feel that it was very successful, simply because the students seemed to really enjoy the silliness of the story
and also completing a fun little art activity. They also got practice in writing complete sentences, which is
always needed at this stage of life.

8. How did the time spent preparing for your lesson contribute to it’s success?
It definitely helped taking my time to prepare for what I needed to say to really get the lesson across to the
students.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I might worry less about exactly what I needed to say; sometimes things don’t work out exactly as planned, and
that’s okay. I need to worry more about going with the flow of things.

10. Any last comments/reflections about your lesson?

This lesson was super fun to collaborate with my cooperating teacher on, as well as seeing it come to life when I
actually taught it.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)