Learning Plan

Intern Name: Hanna Hollek

Subject/Grade: 1st grade
Type of Coteaching: Station Teaching

Lesson Plan

Mentor Teacher Name: Amanda Cardona

Date Taught: 3/26/15

Modifications: Description
of student

Objective:
Given a passage and pencil, the student will be able to identify and circle
sensory key words out of a passage with 80% accuracy.
TEKS:
First Grade Reading
(11) Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an authors
sensory language creates imagery in literary text and provide evidence from
text to support their understanding.
(A) Students are expected to recognize sensory details in literary text.
Background Information:
Knowledge of senses
Grade level reading
Materials:
Individual books, pencil, paper, assessment worksheet, extension books, and
elaboration worksheet.
Equipment:
Separate group of desks
Classroom Management/Environment:
-Remain seated at stations desk during lesson
-Raise hand only when directed
-Follow along in book

Hollek

Coteaching: Type used;

roles
MT: read aloud a student
friendly objective for lessons
being taught.
MT and I: agree upon an
attainable objective.
MT and I: jointly decide what
TEKS are going to be taught
and what students should get
out of the lesson.

Student gets up often to walk

around. Remind the student to
stay in the seat until the lesson is
over. Tell student that I will ask
him questions about senses
throughout the lesson.

I: Make sure students have

background of knowledge of
senses or readdress them
MT and I: responsible for
gathering own materials
unless borrowing
I: Set up desks prior to the
students entering
MT: Have a separate station
set up

Engagement/Focus:
Welcome students!

I: Ask engaging questions and

get students motivated to
learn the content

How would you describe our classroom to someone who has never seen it?
Would telling them it has four walls and a ceiling be enough? No it wouldnt!
If you want someone to be able to imagine what the room looks like, you
would have to use details. You could describe it using your senses. What do
you see, feel, hear, smell or even taste? Perhaps the room feels cold. It could
look dark or colorful. Maybe you can hear whispers and papers crumpling.
This is called sensory language. It is words or phrases that trigger the senses
of touch, sight, taste, smell, and hearing to bring the reader into the authors
world. Through sensory language, also called imagery, readers see what you
see, hear what you hear, feel what you feel. Today I am going to be reading a
book while you follow along and write down sensory detail that give you
good imagery (authors painted picture in your head).
Explanation/Procedures:
1. Be sure to follow along as I read this book. I will pause after each page to
let you write down words or phrases that have imagery.
2. *Reads first page*
Oh wow! I really liked when the author mentioned green leaves. I was
really able to get a good picture in my head of what the author was
experiencing since he used so much imagery. I can infer that the porcupine
lived outside and ate live plants. Raise your hand, who can find another spot
the author used imagery on this page? Tall trees
What can you infer after reading that passage about what the author wrote?
The trees have been there a while.
Very good, thats right! Everyone right down a piece of imagery that you
have found on the page.
3. *Reads second page*
I will give everyone a minute to find sensory language on the page and
write it down on your paper. Possible answers: long, delicious
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Difficulty staying attentive:

Direct questions to the desired
student. Ask student to repeat an
answer another student has
given.

I and MT: ensure that the time

equates to each others lessons
I: begin separate lessonasking questions often

Share with a partner next to you what you have found. It sounds like some of
you are finding some really good pieces of imagery!
4. *Reads third page to the end page, pausing after each page asking students
to write down imagery they have found. Alternate sharing with a partner and
directly asking students to share aloud. Ask the students to clarify what they
can infer from the imagery. *
Extension/Elaboration:
Extension:
Give students another book for them to read independently. Students will
find and record the sensory language.
Elaboration:
Provide a worksheet. Students will get a list of example sensory words and
analyze them in order to place them with the correct sense that it relates to.
Closure:
Raising your hand, who can tell me what imagery is? A description of
something using your senses.
Great! Now why do authors use it? To help me better picture the story.
Very good!
Today everyone did a great job listening to the story, and finding spots that
the author included good imagery. Tomorrow we are going to be making our
own imagery by using good sensory language to write a story about a party
or carnival you have been to before or want to go to.
Assessment:
Worksheet. The student must be able to correctly identify and circle 8 of the
10 sensory language words out of a passage.

Verify what further steps would

be necessary for student.

I: provide additional support

work.
Allow students who have
shown understanding to begin
extension worksheet.
Assist other who need extra
support.

Direct question to student to

check for understanding.

I: Close lesson to remind the

students what they should
have gotten out of the lesson

Proximal control to ensure the

students remains in his seat.

MT and I: in charge of
handing out own assessment
and grading.
MT: decides whether to use as
comprehension gauge or as a
grade.
The type of co-teaching that used for this project is station teaching. The mentor teacher and I jointly determined this type would

be best based off of what worked most efficiently in the past. On Thursdays and Fridays, the students are to practice their reading
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fluency and comprehension through reading books on their level as well as a level ahead on alternating weeks. This is to ensure that the
students are on the reading level they need to be at by the end of the year. However for this objective, students need to be instructed in
groups of other students that are at the same reading level. Otherwise, the instruction will be too easy and will cause boredom or too
hard and will overwhelm the student. While the students are at their classroom stations, they will rotate in and out of the stations with
the mentor teacher and myself. It is common that the mentor teacher takes the lowest literacy groups while I take the highest. They are
the students that are already above the expected reading level and only need consistency and practice in order to maintain strong reading
skills and fluency. I am constantly provided with the resources needed for the lesson. It is my job to pick the reading level and type of
book to read and analyze for the day. The barrier to this type of co-teaching is the complete seclusion from the mentor teacher during the
lesson. All instruction has to be determined prior to the lesson so that she aware of the content and length of the lesson. The timing
needs to be carefully planned so that we switch out groups at the same time and avoid having one group distract the other.

Hollek