USF Elementary Education Lesson Plan Template (S 2014)

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

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

Name: ____Chasity Anderson____

Lesson Content
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and large groups.
W.1.2 Write informative / explanatory texts in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
W.1.8 With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
How do I use details from the story and a retelling form to write a complete retelling of the text?

Upon completion of the close reading, students will be able to give a retelling of at first part of the story
progressing into the whole story.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ____Chasity Anderson____

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
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
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?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
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?
What Content Knowledge is
necessary for a teacher to teach
this material?

One of the foundations that students learn first is how to retell a story. Students learn sequencing and
order of events early on so they can apply other parts of a story to their retelling.
The next step in future lessons will be students retelling a story with details telling about authors
message.

Formative: Students will participate in turn and talks with their partners and will be responsible for
having an answer if called upon. I will listen to student ideas during turn and talks.
Formative: At the end of day one, students will answer a reading response question. Use details from the
text to explain how Toad is feeling in this part of the story. These response questions will be collected
and analyzed.
Summative: students will be completing a scaffolded retelling of The Kite by Arnold Lobel using details
from the text. These retellings will be collected and analyzed.

Know the story The Kite by Arnold Lobel.

Know what is needed for a retelling of a story.

USF Elementary Education Lesson Plan Template (S 2014)

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?

Name: ____Chasity Anderson____

Students should be very familiar with the element of a complete retelling of a story.
Many of my learners do not understand this concept, some of my learners do not know how to read. They
will be paired with a buddy based on a pre-assessment of their DRA reading levels to help them read the
content and structure ideas.

A retelling is three sentences of what happened.

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?

Turn and Talks Students will use this method to discuss ideas in pairs and then with the class.
Group Reading I will call on students to read the text out loud.

Time

Who is
responsible
(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).

Teacher

Today, we are going to focus in on a part of the story, The Kite by Arnold Lobel,
so we can go deeper and pay close attention to the details of the story.

DAY
ONE
1 Min

USF Elementary Education Lesson Plan Template (S 2014)

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?
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?

Name: ____Chasity Anderson____

1 Min

Students

Students read pages 50-53. Some students will read independently while others
will buddy read (listed in accommodations).

5 Mins

Teacher and
Students

Why does Toad say I give up.? Go back and reread to find your evidence.
Turn and Talk.

1 Min

Students

Students read pages 54-55 in the same method that they read in previously.

5 Mins

Teacher and
Students

How are the 1st try and the 2nd try the same and different? Reread and find
evidence to answer both parts of that question.
Turn and Talk.

1 Min

Students

Students read pages 56-57 in the same method that they read in previously.

5 Mins

Teacher and
Students

Think about what weve read so far today. Find evidence in the text we read
today to show how the robins affected Toad. Go back and gather some evidence
to support your ideas.

10
Mins

Students

Give students slips of paper with the sentence starter: In this part of the story,
Toad is feeling. Explain that students must use details from the story to
explain their reasoning.

1 Min

Teacher

Remind students that after reading today, they are gathering evidence and
details to include in their written retelling.

5 Min

Teacher and
Students

Teacher will model using a graphic organizer how to sequence the events that
have happened so far (1 and 2).

1 Min

Students

Students read pages 56-57 in the same partnerships they had the previous day
(listed in accommodations) (partnerships will changed based on observations
from the previous day.)

DAY
TWO

USF Elementary Education Lesson Plan Template (S 2014)

What will you do if

Name: ____Chasity Anderson____

1 Min

Teacher and
Students

What pattern of events (or parts of the story) helps us predict what Toad will do
next?
Turn and Talk (Whisper voices only)
Complete the third part of the graphic organizer.

2 Mins

Teacher and
Students

1 Min

Students

Students read pages 58-59 in their same partnerships.

1 Min

Students

Students finish reading the story, through page 61, in their partnerships.

3 Min

Teacher and
Students

Why is Frog important to the story?

Turn and Talk (30 seconds for one partner, 30 seconds for the next partner)
Complete the solution of scaffolded planning sheet.

1 Min

Teacher

Now that we have read and paid close attention to what the author, Arnold Lobel,
has told us about Frog and Toad, you will use your plan to write out the retelling.
Read the scaffolded part of the planning sheet and clarify any questions. Explain
that we are not copying the book.

20 Min

Students

Students will write their retelling of the story using details from the story.

a student struggles with the content?

Students that struggle with content will be paired with a reading buddy to help them.

a student masters the content quickly?

Students who master this content quickly will be paired with a student that needs more help. They
will also be asked to write more for their performance task.

USF Elementary Education Lesson Plan Template (S 2014)

Meeting your students needs as
people and as learners

Name: ____Chasity Anderson____

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The Frog and Toad books are very popular among this age group.
Students have likely flown a kite before, or they have at least tried.
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)?
Students that need additional challenge will be asked to write a longer retelling with more details.

How will you differentiate instruction for students who need additional language support?
Students needing additional language support will be paired with a reading buddy.

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

G.S Will be paired with a reading buddy

- If needed, writing assistance will be provided for Day Ones reading response
M.S - Will be paired with a reading buddy
- If needed, writing assistance will be provided for Day Ones reading response
R.R - Will be paired with a reading buddy
- If needed, writing assistance will be provided for Day Ones reading response
D.C Will have a speaker by her desk so she can hear my no matter where I am in the room.
The Kite by Arnold Lobel