Lesson Title: Counting Under the Sea

Grade: First Grade

Goals or Objectives: Students will be able to fluently read and count throughout the book. Students
will be able to create stories about ocean animals.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State
(ie: NCTM, IRA,)
Standards
CCSS.ELALiteracy.RF.K.1.a
Follow words from left to
Students use spoken,
right, top to bottom, and
written, and visual language to
page by page
accomplish their own purposes
(e.g., for learning, enjoyment,
CCSS.ELA-Literacy.RI.K.5
persuasion, and the exchange of
Identify the front cover, back
information).
cover, and title page of a
book.

Interdisciplinary Connections
Science
Math

Academic Language: Create, characters, story

Students Needs: Students need to be able to think creatively in order to write their own sea story.
English Language Learners

Special Needs (can be a

group such as struggling
readers or individuals)

Materials: Big Book Counting Under the Sea, sketch to stretch organizer, pencils.
Language Function: The teacher will explain a basic creative writing process and will assist the
students in synthesizing their own short stories about the sea animals featured in the big book.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan
Before: Before the lesson, the teacher will ask what the students know about the ocean and the kind of
animals and items they would find under the water. Teacher will segue into the book through their
responses.
During: The teacher will conduct a read aloud and discuss the different animals throughout the book
with the students. The teacher will then ask the students to use a sketch to sketch organizer to write their
own short stories, using the animal and the number that correlates in the big book. For example, a
student will write about one fish, of two octopi, or three lobsters. The students will draw their story in
the box and then write about it, with help from the teacher.

After: The students will read their stories to the class.

Assessment: How will you determine who knows which objectives? Describe the tools and techniques
you will use.
Type of assessment
(formal or informal)

Description of
assessment

Modifications to the
assessment so that
all students could
demonstrate
learning

Evaluation Criteria- What

evidence of student learning
(related to the learning objectives
and central focus) does the
assessment provide?

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if
applicable.
Analyzing Teaching: To be completed after the lesson has been taught
What worked?
What didnt? For whom?
Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?

Proposed Changes

Whole class:

If you could teach this lesson again to this group of

students what changes would you make to your
instruction?

Groups of students:
Individual students:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?