Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

(Utilize each time you are observed by your University Supervisor )

Subject Area: ELA_______________ Grade Level: _____1__

GMercyU Student Name: _Nina Schmidt_____________________

Domain I: Planning and Preparation

PA Core/Academic Standard(s):
CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.

____________________________________________________________________________
Big Idea: Overarching Theme
Effective readers use appropriate strategies to construct meaning. Critical thinkers actively
and skillfully interpret, analyze, evaluate, and synthesize information. An expanded
vocabulary enhances one’s ability to express ideas and information

Essential Question(s):
Students will consider and reflect on throughout the lesson:
What are the parts that make up a story? What is a setting? Who are the characters? What
is the plot? How does a setting make a story more interesting?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

Students will be able to identify the different parts of a story by contributing to a story map
on an anchor chart and by completing their own story maps on Seesaw using illustrations and
their voice to retell the story, characters, and setting.
Assessment Evidence/Level of Learning Differentiated Instruction:
Students will show what they know by evidence Modifications in instruction and
of/list names of formative or summative checks, assessment for students with learning
quizzes, tests which indicate evidence of learning: differences, specifically those with 504’s
and IEP’s.
Students will show evidence of learning through
answering questions and contributing to an anchor Students could use illustrations instead
chart. They will also create their won story maps of writing. Students could only tell two
on Seesaw. events instead of retelling them all.
Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?
I will show a video to introduce the parts of a story to build background knowledge.
Materials Needed:
Video “Parts of a story” Parts of a Story - YouTube shown on smart board
The story “Gus takes the Train” from lesson 5 in journeys book by Russel Benfanti
Chart paper
Markers
Chrome books
Student activity on Seesaw

Vocabulary/ New or Review:

Many pull
Friend hold
Full good

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)
 Start off by telling the students that we will be learning more about the parts of a
story.
 All fictional stories have the same structure They all have characters, a setting and
events that happen which is the plot. The characters are the people and animals in
the story.
 The setting is when and where and when the story takes place.
 The plot is the stories events. It is the problem the characters have and how they
solve it.
 I am going to show you all a video to help introduce who characters are, where
stories can take place and how in a story there is a beginning, middle and an end.
 Show Parts of a Story - YouTube
 I really liked that video and hope it helps you boys and girls to understand parts of a
story a little better
 Okay who can remember what a character is?
 Call on one student
 Praise them for the correct response, that’s correct a character is the people or
animals the book is about.
 Ask who remembers what the video said a setting was?
 Call on a student
 Praise them for the correct response and say that the setting is when and where a
story takes place
 Ask who can tell me what the plot is?
 Call on a student
 If they have trouble prompt them by saying that it is the problem the characters face
in the story and how they solve it. The plot is the events that happen in the story
which take place in the beginning middle and end of the story.
 Awesome job 1st grade! Now when I read the story “Gus the train” in our journeys
book on page? I want you to be listening for who the characters are in the story?
 Where the story takes place and the plot or events that happen in the story.
 Now turn and tell your neighbor what we are listening for while I read the story
 Let them talk for a minute and have one person tell you what they talked about with
their partner
 Great okay 1st grade before we read though I want everyone to notice the box here
where it says characters settings and plot this is called a story map. This is a graphic
organizer let’s use our “college voice” and repeat after me say “graphic organizer”
 Nice job! After we read, I am going to need your help to fill this out on chart paper.
 Ok so remember we are listening for who the characters are, where the setting takes
place and the events that happen in the story.
 Read “Gus takes the train”
 Okay now remember that story map or graphic organizer I showed you we are going
to complete this together
 Get the chart paper put on board and get the markers
 Label the paper characters setting and plot on the bottom
 So, who was the story about? I remember one character from the story the cat what
was his name?
 Ask a student
 Yes, that’s right Gus is the name of the cat from the story
 Draw a cat and label him Gus
 Ask who else are the characters in the book
 Great Peg was another character
 Draw Peg on the paper
 Call on another student
 Yes, that’s right the conductor was the other character in the story
 Draw the conductor
 Wow first grade! You guys are really impressing me today!
 Now who can remember where the setting or where the story took place?
 Call on a student
 That’s right! The setting was on a train
 Draw a picture of the train
 Okay now how about the plot what happened in the story?
 Now let’s remember what happened in the beginning of the story.
 What happened first? Call on a student to answer
 That’s right Gus runs to catch the train
 And what happened what was the problem?
 What did Gus need help with? Call on a student
 That’s right he needed help with pulling his bag on the train, write on chart paper
 Who helped Gus? And how?
 That’s right the conductor helped Gus by pulling his bag up so that was the solution to
the problem
 What happens in the middle of the story?
 Call on a student
 That’s right he meets Peg, and they sing, and dance Write on chart paper
 What else do they do?
 Share a drink and pour it into their cups
 Then what happens? Call on a student to answer
 That’s right Gus saw a little bug, write it on chart paper
  What happened at the end of the story? Call on a student
 Yes! They get off they train and are at the zoo
 Terrific job first grade
 Now I want you to put away your book and on our chrome books we are going to be
doing an activity
 First, I want you to go to Seesaw and click on the activity
 It should look like the story map we just did on the chart paper
 So first you’re going to push the add green add button button
 Then you will click on the T to add text and grab the pencil to write the story name on
top Which was Gus takes the Train and you can look up at our chart paper for spelling
 You will also write or draw illustrations of the characters, setting, the problem and
solution and what happened in the beginning middle and end of the story
 Last you can record your voice describing what you draw or wrote about to record
your work
 We will have about ten minutes or so to complete this
 Then I will call on a few students to discuss what they wrote
 I will finish the lesson by reviewing what we did and remind them that today we
learned more about who characters are, people or animals, what a setting is the when
and where of the story and the events that take place in a story. The beginning
middle and end as well as what the problem was and how the characters solve this
problem. You guys did an excellent job! Thank you for working so hard!
 Now we can line up in our number order to put away our computers

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

I will bring the lesson to an end after a few of the students have shared their work. I will
summarize that we learned about story structure today and talked about who characters and
can be people or animals. We also talked about the setting of the story which is where and
when a story takes place and then we talked about the events that take place in a story.
There are events that happen in the beginning middle and the end of a story. We also talked
about the problem which is what is happening to the characters and the solution is how the
characters solve them. Now let’s line up in our number order to put away our computers.
 Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework and the Four
Domains of Professional Practice. Use this as a resource when writing lesson plans.

Domain I Planning and Preparation

1. How do you know you were knowledgeable of your content?
2. What is the evidence that your objective was clear in the lesson plan?
3. How does the lesson address individual student learning needs?
4. What variety of strategies and methodologies did you consider when planning?
5. What is the evidence that lesson components were logically sequenced?
6. How did your lesson plan include checks for student understanding?
7. What PA Standards did this lesson address?

Domain II Classroom Environment

1. How did students know the behavioral and academic expectations for the lesson?
2. What effective routines and procedures did you implement for lesson efficiency?
3. How did you insure the classroom was physically accessible for all learners?
4. What evidence indicates that respect was shown between and among students and
teacher?
5. What evidence indicates that students placed a high value on quality participation,
process, and product?
6. How do you assess if the lesson was attainable for all students but also had
appropriate rigor?

Domain III Instructional Delivery

1. How did you align your lesson to PA Standards?

2. How did you insure a clearly stated objective, understood by learners?
3. How did you provide clear explanations as to how to proceed through the lesson?
4. What questioning and discussion techniques insured all-learner participation?
5. What strategies did you employ to engage all students?
6. Describe how you made the content meaningful due to sequencing and pacing.
7. Discuss how you checked for understanding, provided feedback, retaught.
8. What is the evidence that you were you flexible and responsive to the needs of the
learners?
9. Describe how you made meaning of the lesson with some form of closure activity.

Overall Assessment
Briefly state any changes you will make the next time you teach this lesson or activity, to
improve any of the Domains of Professional Practice.