USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade

Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

Standards:
LAFS.1.RL.1.3 - Describe characters, settings, and major events in a story, using key
details.
LAFS.1.RL.3.7 - Use illustrations and details in a story to describe its characters, setting,
or events.
LAFS.1.RL.3.9 - Compare and contrast the adventures and experiences of characters in
stories.
LAFS.1.SL.1.1 - Participate in collaborative conversations with diverse partners about
grade 1 topics
LAFS.1.SL.1.2 - Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
LAFS.1.SL.2.4 - Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.

Main Focus: Use characters actions and/or key details from the story in order to infer
character traits in a biographical text

USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade
Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Objectives: After this lesson, students should be able to make inferences about specific
characters based on key details from the text, characters actions, and characters
thoughts/emotions. (i.e. Adam is a nice person because he offered his jacket to Eve who
was very cold.)

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
students to learn this
concept?
-

Why are you teaching this objective?

- I am teaching this objective so that students will understand the importance of key
details in a story. Also this helps students understand that they can learn more
about who people are when they observe what they do and say.
Why is it important for students to learn this concept?
- It is important for students to learn this concept so as they read they can be aware
of the details, information, facts, ect. that they read in a story.

USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade
Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

In order for me to teach this material to the best of my ability, I need to have already
read the text and be familiar with the anchor chart used to teach this lesson. I will also
need to be aware of how to make inferences based on important details in a story in
order to teach it to my students.

These students will need to already need to be familiar with characters, setting, and
major events in the story. They should also be able to identify key details in a story.
Before starting the lesson plan I will revisit the definition of all three story elements
(characters, setting, and major events in the story). This will give me better
understanding of what my learners already know and whether or not they are fully
prepared for meeting the expectations of this lesson plan.
It will be beneficial for the students for them to be exposed to instructional sequences
from other Read Aloud lesson plans.

One misconception that I can see my students struggling with is the difference between
key details and the inferencing character traits based on key details.

USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade
Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
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.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?

Teaching Methods:
Interactive Read Aloud, Turn and Talk, Visual Demonstration (Prezi)

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

1. Today we are going to be reading the informational text, One

Giant Leap and then talking about the characters in this
story and infer character traits based on their actions that we
read about in the story.
2. As we work together to fill out the anchor chart, eventually,
you should be able to infer character traits based on the
characters actions in the story ALL ON YOUR OWN
3. Before we read One Giant Leap were going to discuss what
inferencing means or what it means to infer then we are
going to watch a video clip.
4. To infer means to form an opinion from evidence. For an
example, if I came into Mrs. Jones classroom and Zach was
not sitting at his desk and I noticed that his backpack was not

USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade
Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

What will you do if

on his chair and that his agenda is not in his cubby, I could
INFER that Zach was absent from school that day. EVIDENCE:
Zach was not there, his backpack and his agenda were not in
their usual places . INFERENCE: Zach is absent today.
5. Continue lesson plan using Prezi.
6. Continue reading One Giant Leap using Prezi
7. Stop occasionally to state the objective and discuss the
characters, key details, topic of the story, and actions of the
characters so that we can easily make inferences of the
characters.

a student struggles with the content?

a student masters the content quickly?

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the students who are interested in space and
astronauts.

USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade
Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I provided diagrams of the spacecraft for students who may know more about
space because I thought it might grab their attention. I have also provided an
addition assignment for those who finish independent work quicky.
How will you differentiate instruction for students who need additional
language support?
I decided to use prezi with pictures and videos to help my ELLs stay fully
engaged throughout the lesson. This will be much better than just using a pdf
handout.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials

USF Elementary Education Lesson Plan Template (S 2014)

Grade: 1st Grade
Subject/Content: Language Arts/Read Aloud
Group Size: Whole Group
Date of Lesson: 2/11/16
Name: Emily Smailes
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

One Giant Leap from Journeys Unit 4, three column chart, prezi