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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1

Subject/Content: Reading

Name: _______Kristen Houlihan____________________

Group Size:
Date of Lesson:

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.)

LACC.1.SL.1.1a follow rules for discussions

LACC.1.SL.1.1.b Build on others talk in conversations by responding to others comments.
LACC.1.SL.1.1.c ask questions to clear up confusion about topics and texts under discussion
LACC.1.SL.1.2 ask and answer questions about details in a text read aloud, information presented orally,
or through other media;
LACC.1.SL.1.3 ask and answer questions about what a speaker says

Objectives- What are you

(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 rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
Note: Degree of mastery does not
need to be a percentage.)

After the oral reading of The Neighbors, students will be able to:

Evaluation Plan- How will you

know students have mastered
your objectives?

Formative evidence:
Throughout the story, I will be asking questions to see if students are comprehending the text that is
being read to them

Address the following:

Listen for natural pauses

Ask and answer questions about a text read aloud
Follow rules for discussions
Place the events of the story in order

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1
Subject/Content: Reading
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Name: _______Kristen Houlihan____________________

Group Size:
Date of Lesson:

-How are Chen and Li different?

Sample answer: Chen is rich, unhappy and lives in a big house. Li does not have much money, is happy and
lives in a small house.
-Why did Chen give Li a box full of gold coins?
Sample answer: Chen was mad because Li made noise playing his flute. Chen hoped that Li would use the
money to buy a new house somewhere else
After the story is over, I will be asking this question and aiding the class in a group discussion
-What did Li mean when he said you can buy a house but not a home?
Sample answer: A house is just a building, but a home has a happy family in it.
Summative Evidence:
This will be in the form of a turn and talk with the students shoulder partners.
I will then call on the students randomly to ask the events of the story
What came first, what came second ect.

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:
How will materials be
How will students transition
between activities?
What will you as the teacher do?
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


Lesson Implementation
Who is
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,
(Teacher or
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).



Tell students to join me on the carpet for the read aloud

Introduce the book and the author
Introduce vocabulary
Read story, asking the different formative questions throughout
Listen to story
Answer formative questions
Tell students that we will be having a group discussion about the story to find
out the theme
Remind them of classroom rules for discussion:
Listening with care

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1
Subject/Content: Reading
supporting students learning?
What model of co-teaching are
you using?


Name: _______Kristen Houlihan____________________

Group Size:
Date of Lesson:

Speaking one at a time

Ask students to do a turn and talk to put the events of the story in order
Perform the summative assessment

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
This book is based in China, so the students that are of Asian descent might be able to relate to the
Many of the students are from a lower-income household, and they might be able to relate to Li

Differentiationbased on the
needs of your students how will
you take individual and group
learning differences into account.

-Reading the story aloud will allow students who are below reading level a chance to hear the
-Asking different types of questions will allow for students of all different backgrounds to answer.
-the discussion will allow students to build off of each others ideas, and will allow students to
learn from one-another.
Vocabulary development
Reading aloud is widely accepted as a means of developing vocabulary (Newton, Padak, & Rasinski, 2008),
particularly in young children (Biemiller & Boote, 2006).

Relevant Psychological Theories

and research taken in
consideration when planning this