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Grade 1
Reading Comprehension
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Reading Comprehension
Standard:
LAFS.1.RL.2.6 Identify who is telling the story at various points in a text.
Content Complexity is 2.
Big idea:
When the students are reading on their own, they will be able to tell who is telling the story in a fiction text.
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
Learning Goal: I can tell who is telling the story in a fiction text.
Students will be able to accurately tell who is telling the story in fiction books.
A: The students
B: will be able to tell who is telling the story in a fiction text
C: given the story Family Tree
D: with no misconceptions
-I am teaching this objective because this learning goal is important when students are
learning 1st and 3rd person.
-This lesson fits within a larger plan by adding to the students overall reading
comprehension skills.
-I am teaching it this way because my CT has modeled lessons like this in this way.
-It is important for students to learn this concept because they will need to know what
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
I will know students have mastered my objectives through their verbal responses to my questions and what they
say to their partners during partner turn-and-talk.
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Background knowledge:
Past learning goals for reading comprehension that we have been learning all year.
-I will ensure students have this previous knowledge by reviewing story elements that relate to this lesson.
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
-Reviewing content
-Demonstration with a video
-Reread The Family Tree
-Lecture about the learning goal
-Partner talks
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Time
9:45a
m
10:00
am
Who is
responsible
(Teacher or
Students)?
Both
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students are interested in fiction texts.
If applicable, how does this lesson connect to/reflect the local community?
Connerton students should be learning this content.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I can ask them further probing questions to test their reading comprehension.
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
DM: When I float around to help students, I will make sure he knows what he is supposed to be doing. I can
check his work and decode what he is trying to write in the sentence frames.
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Group
19 students
Date of Lesson:
Thursday, February 4, 2016
Group
19 students
Date of Lesson:
Thursday, February 4, 2016