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Lesson Plan Form

CSUDH - Teacher Education Department


Candidate: Ashley Jordan

Subject(s):
Language
Arts

Grade Level(s): 1

Date: October 28, 2015

Standard(s):
Single/Multi-Day Lesson:
ReadingStandardsforLiteratureK5
Single
KeyIdeasandDetails
3.Describecharacters,settings,andmajoreventsinastory,usingkey
details.
Writing Standards K 2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Characters, settings, and major events in a story will be described by using key details.
II. LEARNING OUTCOME (Objective):
Students will describe characters, settings, and major events in a story by using key details.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
In a previous lesson, students learned how to retell stories by using key details. In the next lesson, students
will identify words and phrases in a story that describe the action.
IV. INSTRUCTION
A ENGAGEMENT (Motivational Activities): Today, I will read one of my favorite books, The
Zoo Mystery by Daniel Buchholz. Before we get started, lets look at some vocabulary words.
(Words are charted prior to class and will be pronounced with students repeating each word.)
Have you heard these words before? Why do you think I brought them to you? As I read, listen for
these vocabulary words. Also, pay close attention to the important characters and events that take
place in the story.
The Zoo Mystery by Daniel Buchholz is read.
Which words from our vocabulary list did you hear? Who is the main character of the story? Who
else is in the story? Lets see what else you remember
B INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C Step #1 Name the important Characters
a With your elbow partner, give the names of the important people or things in the story, and
*Note: Use CTRL + TAB for indents in outline format.

be able to tell one thing that happened.


b Teacher listens to the student responses as they share their information with their partners.
Step #2 What was the mystery?
a Who is missing? Who suggests going to the zoo? What animals were seen?
b Listen to the student responses.
Step #3 Charting Responses
a With your elbow partner, talk about the clues the girl found while at the zoo.
b The teacher charts the responses, putting the contributing students name next to their
statement.
Step #4 Application Task/ Formative
a Students complete a question-based worksheet on The Zoo Mystery.
b The teacher collects and corrects the worksheets.
Step #5 Summative Assessment
a Students write in their language arts journal.
b The teacher asks students to share their journal entries.
D APPLICATION ACTIVITY (Practice and/or Reflection):
See step #4
E MATERIALS & RESOURCES:
The Zoo Mystery by Daniel Buchholz
Vocabulary chart
Blank chart for student responses
Marker
Pencils/ Crayons
The Zoo Mystery Worksheet
ELA journals
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: The students will answer the questions on The Zoo Mystery worksheet to demonstrate
understanding.
Summative: The students will write in their journals explaining the sequence of events from the book to
demonstrate the English standard for the lesson.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
For visually and hearing impaired students, have them sit in the front of the class.
For hyperactive students: Give them a specific task (monitor/helper)
Working in pairs
For ELL: working in pairs; proficient English learner with ELL
Use manipulatives
Visual aids, ie: charts, vocabulary cards
Use whiteboards
1-1 assistance
VII. HOMEWORK (IF APPROPRIATE): None

*Note: Use CTRL + TAB for indents in outline format.