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Instructional Lesson Plan

Interns Name

Ben and Meira


Subject Language Arts

Grade 1st Grade School

Class Size 7

Date / Time Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard Cluster: Key Ideas and Details RL3 CCR Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of textRL3 Describe characters, settings, and major events in a story, using key details. (SC, 1)Identify the elements in a story, including characters and the setting. Identify key details in a story. Retell the events in a story in a logical sequence. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS 1 SL4) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS 1 L1.) Lesson Objective Students will be able to sequence the events of a story. Formative Assessment (planned for use in this lesson): Have the students come up to the interactive whiteboard and put the food in the order that the caterpillar ate it.

II. Instructional Decision-Making What knowledge of students influences my instructional


decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics

Small muscle coordination is developing and improving. Girls are ahead of boys at this stage of development. The child is experiencing new and frequently intense feelings. There is a deep need for approval from adults/peers. Sometimes he finds it hard to control his behavior. He is struggling to become socially acceptable to the peer group.

Knowledge of Academic Readiness (based on pre-assessment)

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) Pablo from Mexiconeeds visual cues and need to be sure he understands what is being asked of him. Annie hearing problem must have preferential seating

The child is concerned with pleasing his teacher. However, the Golden Rule, is a tough concept. Being first and winning are still important. Taking turns is hard. This improves toward the end of the 7th year. There is an intense eagerness to learn and they ask lots of questions. The child likes to repeat stories/activities. There is a limited concept of time...thinking is here and now rather than past or future. Listening/speaking skills are developing rapidly. Girls are ahead of boys. The child thinks everyone shares his view. He sees parts rather than how the parts make up the whole. He thinks very literally. Knows consonant sounds Knows reading should make sense Knows some sight words Knows some meaning in stories solely based on pictures Has difficulty using prior knowledge to relate to the text Occasionally is able to make a prediction about the text based on title, cover, and pictures Has difficultly recalling basic facts from text Has difficulty retelling the main idea Place Pablo in the front of the reading rocking chair so he can be monitored throughout the lesson. We will check in on Pablo throughout the lesson to make sure he comprehends what is going on. Also give him a copy of the book. Annie: Have Annie sitting in the front of the reading circle so that she can have an easier hearing the story. We will also give Annie a copy of the story so she can follow along if she

Knowledge of Interests and other Motivational Factors

cannot hear well. Make sure that before moving on with the lesson that everyone else in the group is silent so there is no extra noise to interfere with her listening. Children enjoy stories. Enjoy fun illustrations Like being involved with the reading Enjoy learning to things to do with reading.

Multicultural Considerations / Equity Measures

Implications for this Lesson

Pablo from Mexiconeeds visual cues and need to be sure he understands what is being asked of him.

Making sure that we are showing the pictures during the read aloud and going over and questioning everybody about the story. The flowchart will also give Pablo a visual to help his understanding of how to sequence events.
Scaffolds to support language development in this lesson

Academic Language Demands

Make sure that students have a basic Discuss as a group what sequencing means and understanding of sequencing and what it means why it is important in describing a story. Use before starting the lesson. the flowchart as a visual to show that there is an organization to sequencing and it can be written in that format.
III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?

Instructional Materials and Technologies

The Book The Very Hungry Caterpillar Two extra copies of the book for Pablo and Annie Markers for writing on the board Rocking chair to sit on during the read aloud. Cutouts of each food corresponding to the story. Scissors Glue Colored Pencil or Crayons (whichever the student has)

Management Considerations (Procedures, Transitions, Materials, Behavior) Stay quiet when switching activities. Call students to and from the rocking chair by shirt color Raise hands to talk Wait your turn Be polite (no talking while others students or the teacher is talking)

Instructional Sequence Planned Beginning


Warm-up Motivation Bridge

Approximate Time

Procedure Call the students by shirt color to the reading rug while I sit in the readers rocking chair. Make sure Pablo and Annie are sitting close to the chair so I can check in on them. Call whatever color(s) shirt they are wearing to the rug first.

As you look at our objective today, you will see that we will be sequencing the events of a story today. What does the word sequencing mean? What do you think it means to sequence a story? Sequencing a story means that we put the events that happen in a story in the order that they happened. Today we will read a story, and we will try to put the events in the order they occurred. Hand Pablo and Annie a copy of the story so they can refer to it when they need it during the lesson.

Development of the New Learning


(Clearly explain instructional activities in

Bring out the book and show the front cover to the students in the group.

sequence.)

What do you see on the front cover of this book? (allow for 2-3 responses) What are some features you notice about the caterpillar on the front? The title of this book is The Very Hungry Caterpillar Open the book and begin reading. Because this book is illustration driven, read while showing the inside of the book to the class. After reading the first page ask Peter to come up and point out the egg. Peter can you come up here and point out the egg to everyone?. Good! What do you think is in that egg? After reading the second page, ask these questions. What happened to the egg? The story said that the caterpillar was hungry. What do you think caterpillars eat? (allow for 2-3) responses. After reading the third page show the cutout of the apple and allow Raji to come to the board and place the one apple under the section that says Monday. (write each day of the week on the board before class) After reading the fourth page show the cutout of the two pears and allow Tyra to come to the board and place the pears under the section that says Tuesday. After reading the fifth page show the cutout of the three plums and allow Mariah to come to the board and place the plums under the section that says Wednesday. After reading the sixth page show the cutout of the four strawberries and allow Annie to come to the board and place them under the section that says Thursday. After reading the seventh page show the cutout of the five oranges and allow Pablo to come to the board and place them under that section. After reading the eighth page show a cutout of the cake, ice cream, pickle, cheese, salami, lollipop, pie, sausage, cupcake, and watermelon. Allow Madison to put up five of the cutouts and Peter to put up the other five on the board under Saturday. Wow! That caterpillar must have been really hungry! After reading the ninth page show the cutout of the leaf. Put the leaf under the final day which is a second Sunday. Wow class! That caterpillar ate a whole lot of food. What do you think is going to happen to the caterpillar now? (allow for one or two responses) How do you think he feels now? (one or two responses) Lets read on. Read the next two pages. What happened after he ate all that food? (response) After he got fat what happened? (wait for a correct response) Lets read on and see what happens while he is in that cocoon. Read last page.

So what happened? (response) How did he become a butterfly? Do you remember the sequence of events? Remember we are learning all about sequencing today.

Enrichment or Remediation
(As appropriate to lesson)

While still sitting at the reading rug draw attention to the flowchart already drawn on the interactive whiteboard. Using a flowchart will help us to sequence the events in a story. Since we just read the hungry caterpillar we will sequence the events of that story. Lets think back to the very beginning of the story. What happened in the beginning? Call on students until someone mentions that the caterpillar started in the egg and then hatched. (When this answer is given, have the student come to the interactive whiteboard and drag the correct image in the appropriate box. The caterpillar hatched from the egg. Good! What happened after the caterpillar hatched? (When this answer is given, have the student come to the interactive whiteboard and drag the correct image in the appropriate box. Then what happened next? If you dont remember you can look at the board for help? Lets look at what we have on the board already for each day. Does anybody remember what happened to Caterpillar on Tuesday? (When this answer is given, have the student come to the interactive whiteboard and drag the correct image in the appropriate box. Continue this process for each day. Does anybody remember what our Caterpillar after he ate all that food? (wait for he got fat response) (When this answer is given, have the student come to the interactive whiteboard and drag the correct image in the appropriate box. Then what happened to that caterpillar after he got fat? (response of he went into the cocoon) (When this answer is given, have the student come to the interactive whiteboard and drag the correct image in the appropriate box. Then how did our story end? What happened to that little cocoon? (response) (When this answer is given, have the student come to the interactive whiteboard and drag the correct image in the appropriate box.

Planned Ending (Closure)


Summary Homework

Okay everybody! You all did a great job at sequencing today. Who can tell me what it means to sequence again? (call on a student) Now what I want everyone to do is go back to your seats when I tell you to. What you are going to do is get out a pair of scissors, something to color with and your glue stick.

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