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Methods Lesson Plan

Name:

Ashley Matteson

Lesson Title: Prediction through pictures

Age or Grade Level: 1st grade
30 minutes

Date: September 17, 2015

Subject: Predictions
Number of Student Involved in Lesson: About 15

Time Frame: about

Learning Central Focus

Central Focus
What is the central focus for the
content in the learning segment?
Common Core State Standards or
New York State Standards
What standard(s) are most relevant to
the learning goals?

http://www.p12.nysed.gov/ciai/com
mon core standards
Student Learning Objective(s)
Blooms Taxonomy
Academic Content and Language
Objectives (if applicable)
Skills (up to 4)
What are the specific learning goal(s)
for student in this lesson?
Evidence-Based Practices (2)
APA citation
What are the specific strategies for
students in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies1
What are the specific learning goal(s)
for students in this lesson?

The focus of my lesson is for the student to be able to make prediction of what
will happen next in the story. This is so the child will learn how to take information
they know from the story already and then use it to figure out what is about to
happen.
CCSS.ELA-Literacy.RI.1.2
Identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
I will be using analysis for the learning objective. The students will be able to take
information that is given to the through the story and analyze it to be able to
come up with a prediction for what is going to happen next.
The students should be able to:
- Write/draw
- Understand information
- Link one thing to another
- Communicate with one another
Evidence based practice
This website goes into how teaching a child how to predict will help with
promoting the development of scientific thinking.
Wilson, R. (2008). Promoting the Development of Scientific Thinking. Retrieved
from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleId=409

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The learning goal is 85% of the students will understand what it means to predict
things at the end of the lesson.
Linking Theory to Practice
Why are the learning tasks for this
lesson appropriate for your students?

Prior Academic Knowledge,

Conceptions and Requisite Skills
What knowledge, skills, and concepts
must students already know to be
successful with this lesson?
What prior knowledge and/or gaps in
knowledge do these students have
that are necessary to support the
learning of the skills and concepts for
this lesson?

Vygotsky believed that children will put in their ego-centric view until they are old
enough to know to keep it in. This is where it is important to let the children talk
about things that have happened in their lives. While reading the book the
children are going to want to tell stories about things they have done that are
similar to what is happening in the book and how they know people that have
acted this way before. He believed that ego-centrism helped the children with
self-guidance.

The children should know how to read to degree. Most of the children will know
how to write things. They may not be able to spell all the words but they should
know to extent how to write. The student will know how to speak so that they can
communicate with the teacher and the other students on what they wrote or
drew.

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Common Errors, Developmental
Approximations, Misconceptions,
Partial Understandings, or
Misunderstandings
What are common errors or
misunderstandings of students related
to the central focus of this lesson?
How will you address them for this
group of students?

Some misconceptions while doing this lesson is the children would think they are
supposed to draw what they are listening to instead of what they think is going to
be happening. As a group the teacher will explain what they are supposed to be
doing. While they are drawing or writing the teacher could keep mentioning what
they are supposed to be doing
Ex. Ask a student what they think is going to happen next or say something like
think about what was on the last page and think about what is happening next.

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Instructional Strategies and Learning Tasks

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

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 and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.

Type of
assessment
(Formative/
Summative or
Informal/Formal
)
Informal

Description of
assessment progress
monitoring

Modifications to the assessment

so that all students could
demonstrate their learning.

Evaluation Criteria - What evidence of

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

There will be a
worksheet that has a
drawing area and a
writing area. The
students can use one
or both of these to fill
out what they think
are going to happen
during the next part of
the story.

This has two parts so that the

students will all be able to fill
out the assessment. They can
either draw or write what they
think is going to happen.

If the picture or text makes sense to

the story. It doesnt have to be exactly
what is happening in the story
because then it is not a prediction it is
them writing down the fact of the
story. But if it goes along with the
story and is in the area we are in not
at the front of the book or what they
just heard.

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Differentiation/
Planned Support
How will you provide
students access to
learning based on
individual and group
needs?

Whole Class: read to the whole class and let them talk to one another
Groups of students with similar needs: Maybe group up the students who would rather draw
it, and the ones that want to write it.

Individual students: Read it one on one and have them talk to the teacher about what they
are drawing or writing.

Students with IEPs or 504 plans: Find a way to do one on one or small groups with these
students so that you can read the story slower and they have more time to do their work.
Strategies for responding to common errors and misunderstandings (where is the
learning breaking down?).
Academic Language Demand(s) Discipline Specific Language (ie Math, ELA):
What are your students The students in a first grade class are usually are good at the vocabulary in this lesson. There
abilities with regard to
may be words that have to be gone over, but other than that they should be able to
the oral and written
understand the story and the instructions.
language associated
A good portion of the students are capable of writing to a certain extent, but the assessment is
with this lesson?

given in a way that they can write or draw.

What content specific

terms (vocabulary) do
students need to
support learning of the
learning objective for
this lesson?
What specific way(s)
will students need to
use language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their

Predict. This may have to be explained to them so they know what they are
supposed to be doing during the assessment and during the story.
-draw
-write
-characters
They will need to listen to the story, talk to each other about what they drew or
wrote, and some will have to be able to write.

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learning for this lesson?
What are your students
abilities with regard to
the oral and written
language associated
with this lesson?

Already above

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How will you support
students so they can
understand and use the
language associated
with the language
function and other
demands in meeting
the learning objectives
of the lesson?

Materials
What materials does the
teacher need for this
lesson?
What materials do the
students need for this
lesson?
Anticipatory Set
__5-10 ___ Minutes
How will you start the
lesson to engage and
motivate students in
learning?

If there is a word the students does not understand I will go over it with them. First,
by asking the other students if they know the word. If they dont then I will define
the word for them and give an example.

Teacher
- The book Pigs on the Ball by Amy Axelrod
- 20 Assessment papers
Students
- Pencils

The first thing I am going to do with the students to get them excited and get them to
understand the concept of predicting is to ask them what they think the other students are
going to be when they grow up. Then tell them that is predicting because not everyone
knows exactly what they want to be when they grow up.

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Instruction
____15-20____ Minutes
How will you determine if
students are meeting the
intended learning
objectives?
What will you do to
engage students in
developing understanding
of the lesson objective(s)?
How will you link the new
content (skills and
concepts) to students
prior academic learning
and their personal/cultural
and community assets?
What will you say and do?
What questions will you
ask?
How will you engage
students to help them
understand the concepts?
What will students do?
How will you determine if
students are meeting the
intended learning
objectives?

-The teacher will get all of the students to get into the carpet (reading) area. Then ask any of
them if they know what a prediction is. Let the students answer with any kind of answer
they have for the question.
- Then the teacher will ask one of the students what they want to be when they grow up.
When they answer ask that same student what they think one of their friends is going to be
when they grow up. When they answer ask why they think that person is growing up to be
that when they grow up. Let them answer, and then explain that they used the information
they knew about the other person to make a prediction about what they are going to be in
the future. Telling them that a prediction is using information you have and use it to guess at
what is going to happen at another time.
- Then the teacher will bring out the book Pigs on the Ball by Amy Axelrod, and explain that
they the teacher is going to be reading them the book and at some points in the book the
teacher is going to stop and ask the students to make a prediction about what is going to
happen on the next page by using the information they got through the story so far, and
show them the picture from the next page to help them with their prediction. This helps
them realize that the pictures can help them predict what is going to happen by just looking
at it, and not having to read it just yet.
- The teacher will let the students have time in between the parts of the story to either draw
or write what they think is going to happen next and then talk to each other about why they
drew or wrote that.
At the end of the story some of the students can share what they wrote or drew throughout
the story.
-After this the teacher will ask a couple of the students to share what they wrote/drew with
the whole class and see if the others students agree, and then read on to let them see what
happens.
-Do this a couple more time through the book to make sure that the students are getting the
concept.
-After the story is fully read then go over what predictions mean.

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Structured Practice and
Application
____5-10____ Minutes

They will talk to one another about the drawings or the writing that they predicted for the
story and at the end of the story have some of them share with the whole class what they
drew or wrote to see if they understood what they were doing.

How will you give

students the opportunity
to practice so you can
provide feedback?
How will students apply
what they have learned?
How will you determine if
students are meeting the
intended learning
objectives?
Closure
____5____ Minutes
How will you end the
lesson?

Ask them at the end So who thought that was going to happen in a particular place in the
story.
Ex. If we just read a part where the dad is putting the ball did they think he was going to
make or did they think he was going to miss.

Re-Engage
How will you revisit or
review?

Ask if anyone can tell me what predicting means, and come up with some examples.
Ex. Ask what they think they are having for dinner that day. Ask if they will be going to the
park during the weekend and explain that it is a guess on what they may be doing.

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Analysis and Reflection of Teaching
To be completed after the lesson has been taught

What worked?
What didnt?
How did you
re-engage?
Evidence of
Student
Learning
(including
data)
Adjustments
What
instructional
changes do
you need to
make as you
prepare for
the lesson
tomorrow?
Proposed
Changes.
If you could
teach this
lesson again
to this group
of students
what changes
would you
make to your
assessment
and
instruction?
Justification
Why will
these
changes
improve

Whole class:
Groups of students:
Individual students:

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student
learning?
What
research/
theory
support these
changes?
Resources:
Attach each assessment and associated evaluation criteria/rubric.