University of South Alabama

Department of Leadership and Teacher Education

K-6 Teacher Education Lesson Plan Format

Vital Information
Author Brittany Stanchio Subject(s) ELA
Grade Level 1st Grade Central Blends/Analyzing
Focus Informational Texts
Standard(s) RF.1.3- Know and apply grade-level phonics and word analysis skills in
List the full standard with its number. decoding words.
c. Know final e and common vowel team conventions for representing
long vowel sounds (i_e)
g. Recognize and read grade-appropriate irregularly spelled words (high
frequency words)

RI.1.3- Describe the connection between two individuals, events, ideas, or

pieces of information text.
RI.1.6- Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.

ACOS #11- Identify traditions and contributions of various cultures in the

local community and state. Examples: Halloween

W.1.2- Write about Narrative texts

L.1.1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking
L.1.2- Demonstrate command of conventions of Standard English
capitalization, punctuation, and spelling when writing.
d. Use conventional spelling for words with common spelling patterns
and for frequently occurring irregular words.

SL.1.1- Participate in collaborative conversations with diverse partners

about grade 1 topics and texts with peers and adults in small and larger
groups.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.

Student Learning Objective(s) Using the sentence stems provided, the student will write three facts about
List all objectives for the lesson. spiders and create a picture demonstrating each fact, with 100% accuracy.
Objectives must be measurable,
observable, and based on lesson content.

[10/24/16]
 Justification for Goals and Objectives
Description of what the students already know about the topic and their gaps in knowledge.
(Optional at professors discretion)
Prior Academic Knowledge and The concept of Halloween.
Conceptions The student will need to know what a spider is.
What prior knowledge, skills, and The concept of identifying similarities/differences in a book via
concepts must students already know to
be successful with this lesson? pictures and words.
The concept of collaboration.
The concept of writing and conventions.
Students should be able to identify facts.
Common Errors Students may confuse differences with similarities and vice versa.
What are common errors or Students may have trouble identifying facts.
misunderstandings of students related to
the central focus of this lesson?

How will you address them for this

group of students?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch 1 Minutes
How will you start the lesson to engage
and motivate students in learning? State
the objective in student terms.
Raise your hand if you think spiders are creepy or you are scared of them.
Raise your hand if you think spiders are super cool. We are going to read
about spiders, today, paying close attention to the pictures in the book to
see if they match what the words may be saying in the book. Are you
ready to learn some super creepy but cool facts about spiders?

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Instruction 90-120
Minutes
(Varies due to small group
instruction)
List the steps for your instruction, based
on the student learning objective and
assessment.
EQ: Can I distinguish between
information provided by pictures
and information provided by the
words in the text?
Closure 1 Minutes
How will you end the lesson? Restate the
objective and make life connections.
Differentiation/Planned
Support
How will you provide students access to
learning based on individual and group
needs?
How will you support students with gaps Students will receive small group instruction, during this lesson.
in the prior knowledge that is necessary Preferential seating will be provided. Extra time on assignments may be
to be successful in this lesson?
Mini Lesson 1:
Introduce Sight words: into, has, number, had
Introduce Spelling words: king, rang, song, lung, sink, thank, honk,
junk, asked, rushed
PA & Phonics: Recipe for Reading pg 94 and 98/ SONDAY System
Level 26
Introduce -ng and -nk endings, via smartboard file:
-ing, -ang, -ong, -ank, -onk, -unk, -ink, -ung
Show students youtube video: https://www.youtube.com/watch?
v=HoG2ETuIJZ0
Mini Lesson 2:
Read aloud: Spiders (creepy but cool) on Big Universe
During the read aloud, discuss information provided by pictures or other
illustrations and information provided by the words in a text.
Have students distinguish the difference between the te.
Create anchor chart with students:
Talents: P.T. Many, varied, unusual facts about spiders
Mini Lesson 3:
Introduce sentences to students, before dismissing them for centers.
Students will write facts
about spiders and create a picture with them.
Spiders can _____.
Spiders have ______.
Spiders are _____.
(Students will complete the sentences and activity during the work on
writing center rotation.)
Today you learned how to find the similarities and differences in the
pictures/illustrations and the words in the book. Did most of the pictures/
illustrations demonstrate the words in the book? You also learned about
several creepy but cool spider facts. Next time you see a spider look and
see if you noticed any of the facts you learned today.
Groups of students with similar needs:
Students will be provided with small group instruction, during this lesson.
Individual students:
given, as needed. Students may also receive peer support, as needed.
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What Ifs Technology: Teacher will discuss the information in the video, in case the
What might not go as planned and how smart board doesn't work, properly. The teacher will have a printed copy
can you be ready to make adjustment?
of the book on big universe, incase of technological difficulties.

Time Management: The teacher will use a timer, during small group
sessions, to help students and herself stay on task. If something interferes
with lesson, the teacher will readjust the lessons and get them caught up
the later that day or the following day.

Classroom Management: If a student is being disruptive, he/she will

receive a nonverbal cue, for the first warning. After that, student will be
directed to clip down on the clip chart. Students making good choices,
following directions, and doing what was asked of them will be directed
to clip up on the clip chart, as a positive reward.

Context: The frequent use and emphasis placed on blends, spelling/

vocabulary and meanings of the words will help the students gain a deeper
understanding of the concepts being taught. The frequent use and
emphasis placed on writing of sentences, facts, etc. will help the students
gain a deeper understanding of the concepts being taught. Small group
instruction will provide students with extra practice needed to master each
skill.

Enrichment/Early Finishers:
The student will be given a time limit to complete the activity, in order
to keep everyone on task.
If students finish early, the teacher will collect their test and they will be
asked to read their library or AR book, until all of the students are finished
completing the tests.
Resources and Materials Read Aloud- Spiders: Creepy but Cool (Big Universe)
What materials are needed for this Smartboard
lesson? Smartboard file
construction paper
glue
scissors
Anchor Chart
Pencils

Assessments
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy
of the assessment to this document.

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Description of the Assessment
Describe the tools/procedures that will
be used to evaluate whether students met
the learning objective.
Modifications to the Assessment The amount of facts and illustrations may be reduced, if necessary. Extra
How can you modify the assessment for
students with identified learning needs?
Teacher observation checklist:
Did the student write 3 complete facts, using the sentence stems?
Did the student properly illustrate pictures or create spider craft, to match
each fact?
Did the student participate during whole group and/or partner
discussions?
Did the student use correct conventions when writing each fact
(capitalization, punctuation)?
Did the student use proper spacing between words?
Did the student use his/her best writing (neat)?
time may be given. The student may receive support from teacher and/or
peers, as needed. Preferential seating may be provided.

Evaluation Criteria Teacher observation checklist:

How will you evaluate your assessment?
Did the student write 3 complete facts, using the sentence stems?
Did the student properly illustrate pictures or create spider craft, to match
each fact?
Did the student participate during whole group and/or partner
discussions?
Did the student use correct conventions when writing each fact
(capitalization, punctuation)?
Did the student use proper spacing between words?
Did the student use his/her best writing (neat)?

Works Cited:
Photos below and ideas for the lesson came from Pinterest blogs

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