Intern Name: Katie Geurtsen

Lesson Title (Subject/Topic): Language Arts

Grade:1
Length of Lesson: 40 minutes
Date Taught:Feb 21,2018
LESSON PLAN TEMPLATE
In this lesson…​ students will be able to read and retell what happened in a book
including: setting, characters, problem, and solution.
Overview

Standards of ELA.1.6.5- Describe characters, setting, and important events.

ELA.1.6.6- Retell stories and events, using beginning, middle, and end, and
Learning including key details.

Essential Questions N/A

Students will be able to… read and demonstrate comprehension on a variety

of fictional texts.
Objectives

I will be able to read and retell what happened in the story “ Frog’s
Learning Target Lunch”.
Necessary Prior Students should be able to read and comprehend what they are reading.
Knowledge
Chunk, Chunk, blend papers
Fast read papers
Materials Book- “Frog’s Lunch”
Graphic Organizer

Talk/Refresh the students on what Setting, Characters, Problem, and Solution is.
Introduction/Hook

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 1. Chunk, chunk, blend
● Give the students papers that have words such as: cr-op, fr-og, pl-ug,
st-op, bl-og, ect.
● Students should cover the right chunk and the left chunk and then say
the word as a whole. For example; Frog- the first chunk would be fr- and
the second chunk would be -og and that put together would be frog.
2. Read “Frog’s Lunch”
● Give each student a book and allow them to read my themselves and at
their own pace.
● Be there to answer questions.
● When the first person is done reading tell them to read again until the
others are finished reading. Once all of the students have finished
reading the book one full time tell them to stop reading.
Instructional 3. Talk about what happened in the story
Activities & ● Allow each student to tell in order what happened in the story. If a
Strategies student is unsure about a part in the story have them go back in the book
and read the pages aloud.
4. Graphic Organizer
● First start by asking the students who the characters in the books are.
Have each student answer; even if they are the same answers. Have them
write the answer in the space provided.
● Then ask the students what the setting of the story is. Allow each student
to answer even if the answer is the same. Have them write the answer in
the space provided
● Ask the students what the problem was in the story. Allow each student
to answer and then direct them to the right answer in the book.
● Ask the students what the solution was in the story. Allow each student
to answer and then direct them to the right answer in the book.

Key Vocabulary or Setting, Character, Problem, Solution

Concepts
Assessments N/A
N/A
Closure Activity
Give more time for student to right the correct answers on their paper.
If a student gets off task redirect them towards the story.
Accommodations

Mrs. Beni
“Frog’s Lunch”
Resources

Reflection on a Lesson Plan Taught

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Virginia Teachers for Tomorrow
Intern Name:Katie Geurtsen
Lesson Title (Subecjt/Topc):Language Arts
Date of Lesson Taught: Feb 21, 2018
Cooperating Teacher & School; Mrs Beni, Tallwood Elementary
Grade:1
Time of Day: 12:00

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I talk with Mrs.Beni just to see what objectives she wanted me to focus on. I also went to her when I was stuck
on the lesson at hand. I asked her what small group I was working with so I could accommodate the lesson to fit
the needs of the kids I was working with.

2. How did the SOLs and Objectives help focus your instruction? ​ It helps me to remember my focus so that
way if I get off topic I can remember what point it is exactly that I am supposed to get acrossed. It really
helped because there are many objectives in the Quarter 3 ELA Objectives and I was able to focus on just
the couple that were really needed.

3. What parts of the instructional plan worked as you anticipated? ​This lesson went very well I believe it is the
best one I have done. They all did really well reading and they also loved the Chunk, chunk, blend. We were
all able to be silly and get work done at the same time.

4. What, if any, adjustments needed to be made once you began? ​I really just had to adjust the time I gave
them to write and give them more time.

5. How well did you anticipate the materials needed?​Mrs. Beni helped with the supplies but i believe that I did
very well when it came to all of the materials needed.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness? ​There was no assessment but I think that maybe
having the students write a summary to retell the events instead them just telling me would be a good
assessment.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)​This lesson was the best one so far I
believe. The students were all able to answer the questions and​ ​retell the story very well.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
8. How did the time spent preparing for your lesson contribute to it’s success? ​It really helped​ ​I believe that
doing it by myself and preparing makes me be a better intern and her help is very helpful when I need
clarification.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what? ​I
feel like I could have probably found a more fun way to get the lesson acrossed.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)