Instructional Lesson Plan

Interns Name
Sarah Kugle, Regina Rossi,
and Ryan White
Grade
1
st

Class Size
22
Date / Time
November 11, 201
Sub!ect
Comprehension
Sc"ool #entor Initials
I$ Pur%ose o& t"e Lesson ' What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will
the students say or do that will serve as evidence of learning?
Standard ()se #D State Core Curriculum*
Anchor Standard RL3 CCR Analyze how and why individuals, events, and ideas develop and
interact over the course of text.
RL3 Descrie characters, settin!s, and ma"or events in a story, usin! #ey details.
Lesson +b!ective
Students will e ale to identify character traits of the main characters in the story $A %ale of %wo
Sisters&
,ormative -ssessment 'planned for use in this lesson(
%he students will complete a wor#sheet fillin! in the character traits of one of the main characters
in the story.
II$ Instructional Decision.#a/in0 ' What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to
learning and/or build on students strengths?

1no2led0e o& Learners 3 3 3 Instructional Decisions based on
t"is /no2led0e

Knowledge of Age-Level Characteristics
There is a deep need for approval from
adults and peers.
There is an eagerness to learn and they ask
a lot of questions.
Learns best through active participation.
n!oys fairy tales.
The students "ill be reassured "hen they
ans"er questions. The students are provided
"ith several chances to participate and ans"er
questions. The students "ill en!oy the fairy tale
nature of the story that is being read.
Knowledge of Academic Readiness (based
on pre-assessment)
#ll students can tell the meaning of the
story based on pictures.
$% of the && students can make predictions
based on the title, cover, and pictures.
$' of the && students can recall basic facts
The teacher "ill e(plain to the students that
they should use picture clues to determine "hat
the character traits are in the story. The
students "ill be able to use pictures from the
book as a reference "hen determining the
character traits.
from a book.
Knowledge of Subgroup or Individual
eeds (I!" accommodations# !LLs# $%&#
other strengths%needs)
#nnie has a hearing problem and must
have preferential seating.
#ndre" has visual issues and must have
e(tra time to complete assignments and
must have directions repeated.
Sean has an )* that requires e(tra time to
complete "ork, directions needed to be
repeated and needs a checklist to complete
tasks.
#nnie "ill be able to sit at the front of the
room and in the front ro" at the carpet so
she can hear the instructions and the story.
#ndre" "ill be seated to"ards the front,
near the board so he can see more clearly.
+e "ill also have "ritten directions on his
"orksheet. +e "ill also have an audiobook
so that he can listen to the story.
Sean "ill be allo"ed to complete his "ork
at home if he does not finish and he can
bring it back the ne(t day. +e "ill be given
a laminated sheet that has the directions
and as he completes steps he can use a
"hiteboard marker to check off each task.
Knowledge of Interests and other
'otivational (actors
They en!oy active participation
n!oy hearing fantasy stories
The students are actively involved in the lesson
through ans"ering questions. The students "ill
also en!oy hearing the fantasy story that "ill be
read in the lesson.
#ulticultural Considerations / 45uit6 #easures 3 3 Im%lications &or t"is Lesson
The book includes "inter season, cold
"eather details and includes an animal that
is native to the cold "eather area.
Teacher "ill e(plain to the students that in
some parts of the "orld it is very cold and
there are different animals that only live in
cold "eather areas. The teacher "ill sho"
the students the different animals and
different places "here there is a cold
climate. Sho" the students a video of the
different animals that are seen in the book.
-cademic Lan0ua0e Demands ) ) ) Sca&&olds to su%%ort lan0ua0e
develo%ment in t"is lesson
T"e students need to understand 2"at a
c"aracter trait is$
T"e teac"er 2ill re&res" t"e students7
memories about 2"at a c"aracter trait
is$ T"e teac"er and students come u%
2it" e8am%les o& c"aracter traits
&ound in t"eir o2n &amilies$ T"e
students &ind c"aracter traits o& t"e
main c"aracters in t"e stor6$
III$ Instructional Procedures What instructional strategies and sequence will use to
ensure that every child is a successful learner?
Instructional #aterials and Tec"nolo0ies
-# Tale of T"o Sisters. by /elissa Lagonegro
0haracter Trait "orksheet
Whiteboard markers
0rayons
i*ads
0omputers "ith internet ability so students can access "ordle or tag(edo
*romethian board or smart board
1ocument camera
#udiobook
2ideo vie"ing device
#ana0ement Considerations '*rocedures, %ransitions, +aterials, ,ehavior(
Call students to the ru! y tale and row
-et the students attention usin! rhythmic clappin!
Call on students usin! the drawin! of popsicle stic#s
.ave the students raise their hand if they would li#e to do the character traits wor#sheet for Anna
and the students who do not have their hands raised will e !iven an /lsa character traits
wor#sheet.
Instructional
Se5uence
-%%ro8imate
Time
Procedure
*lanned ,e!innin!
0arm1up
+otivation
,rid!e
23min. 2. %eacher will call the students to the ru! y tale.
4. %eacher will read o"ective to the students.
3. %eacher will as# the students what they already #now aout
character traits.
5. As# students if they have silin!s and what character traits
their silin!s have.
6. %eacher will write the character traits on the oard.
Development of the
7ew Learnin!
!"learly e#plain
26min. 2. %eacher will pull up the powerpoint8activeinspire that pertains
to the lesson.
4. %eacher will ta#e a picture wal# throu!h the oo# $A %ale of
%wo Sisters&
3. %he teacher will have the students discuss what they thin# the
instructional activities in
sequence$%
'%hin# 9 Do, 0e Do, :ou
Do or +odelin!, -uided
*ractice, 9ndependent
*ractice(
character traits are ased on what they see in the pictures.
5. %he teacher will read the oo# to the students.
6. %he teacher will tell the students to #eep in mind the character
traits that are written on the oard as they listen to the story.
;. .ave a discussion aout what character traits the students
found in the story.
<. %eacher will circle the traits that the students found in the
story that were already listed and list any new traits that the
students found while readin!.
=. %he students will now have a chance to come up to the
promethean8smart oard and create a comparison and
contrast chart.
>. %eacher will show the students the wor#sheet that they will e
completin! when they !et ac# to their seats.
23. %eacher will model one trait for each wor#sheet efore
sendin! the students to their seats.
22. %eacher will send the students ac# to their seats y row.
24. Students will complete the character trait wor#sheet y fillin!
in the silhouette of one of the characters with their character
traits.
23. Students will now e !iven the opportunity to share their wor#
with the class usin! the document camera.
25. %he students will now have a chance to !o to the computer
la and create a wordle8ta!xedo usin! character traits that
descrie themselves.
/nrichment or
Remediation
(As appropriate to
lesson)
9f students complete the wor#sheet early they can color in the
silhouette.
%he students can also use i*ads to complete a comparison
chart comparin! themselves to a friend or family memer.
?or the students that may need assistance the character traits
will remain on the oard as a reference.
Planned
Ending
(Closure)
Summary
.omewor#
6min. 2. %eacher will reread the o"ective with the class.
4. As# the students if their o"ective was completed and as# how
the o"ective was achieved.
3. Collect the wor#sheets and display them on a ulletin oard.