Teacher Candidate: _Gabriela Gomez________________

Date: _1/20/16______

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: __1st___

Content Area: _Language Arts____________________________________

School:
Dr. Peter Marshall Elementary
Mentor Teacher: _Natalia Martinez ________
Group Size: _27_____ Lesson Length: __45_____ minutes
Student Context:
Students with Special Needs
(IEP and/or 504)

Identified Needs
Jakoeb Campos- Speech IEP
Arian Starr- Speech IEP

Students with Specific

Language Needs (ELL)

Half of the students are SLLs

Students with Other Learning

Needs (Behavior, Struggling
Reader, Struggling Math)

NONE

Accommodations
-Pulled out of class for speech
-Stuttering. Student is prompted
to pause before speaking, is
given more time to formulate a
spoken answer.
Provide prompts/sentence
frames. Provide representations
for what is being said.

Part 1: Planning for the Lesson

A: Standards
i.

Key Content Standard:

RL.1.3
Describe characters, settings, and major events in a story, using key details.

ii.

Related ELD Standard (must be included when using an ELA Standard):

ELD PI.1.6
Reading closely and explaining interpretations and ideas from reading.

B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will describe major events in a story using key details

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

-Students will describe the events of a story using transition words such as primero,
despus, adems, and al final.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
-During pauses in the story, comprehension questions will be posed such as, What is
currently happening in the story? What do you think will happen next?, to monitor students
reading comprehension. Take notes while students are working on their individual maps.
Look for students 1) using proper transitional words 2) who correctly sequence their events
and 3) who need additional support/help.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
-Each individual students will create a flow map where he/she lists the main events on the
story using the proper transitional words.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Houghton Mufflin Lectura California book (pgs. 164-182)
-Story: UY! Hay un ratn en la casa escrito por Wong Herbert Yee

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (__5_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
-Introduce the objective for the day:
-Voy a describir los eventos importantes del cuento.
-Have students repeat the objective and share with a partner.
-Choose 3 students using class dojo to share the objective with the class.
-Remind students that they will be reading the same story they read the day before.
-Tell students that today they will be focusing on the key events of the story.
-Dismiss students by color to get their book and open to page 164
Body of the Lesson (__30__ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Before Reading: Introduce the text
-Have students read the title of the story UY! Hay un ratn en la casa
-Have students read the name of the author
-Since its the 1st read- tell students they will echo reading the text
-Tell students to focus on the main events of the story while reading because they will
be creating a flow chart with those main events.

During Reading:
-Echo Read the story
-Pause during important events in the story:
-Demonstrate how to think about the events in a story.
-Pose Questions like:
What is currently happening in the story?
-Students will think pair share
-Choose 1-2 students to share with the class
What do you think is going to happen next? And Why?
-Students will think pair share their response
-Provide the sentence frame: Yo creo que____porque___.
-Choose 1-2 students to share with the class
-Finish Reading the story together
After Reading:
-Have student walk back to the carpet
-Tell students theyll be doing a flow map of the story.
Example:
Ttulo:Uy!Hayunratnenlacasa
Primero

Despus

Luego

Adems

Alfinal

-Model and demonstrate how you look through the text to find important events
-Tell students they must use transition words to signify a sequence
-Remind students that when using the transition word Al final, the event has to have occurred
at the end of the story, not in the middle or near the end.
-Remind students of the chart with the different transition words for narratives. Tell them they
may refer back to that chart when looking for transitional words.
-Demonstrate on the overhead what students are to complete.
-Students must make their own flow chart with the various boxes, must have at least 5
boxes with events.
-For students having difficulty provide a pre-created flow map with transitional
words (student must fill in the events only)
-Remind students that it is important to correctly sequence their events because they will be
using their flow chart to retell the story.
-Dismiss students back to their seats by colors.
-Monitor students as they work on their flow chart
-Check to see if students are using transitional words properly
-Check to see if the events are in the proper sequence.
-If students finish the flow chart early they may read a book quietly.

Make sure that you include the specific academic language strategies you will use to support your
students in using academic language to talk/write about the math they are learning.
Make sure you identify the specific assessment you are using in the Body of the Lesson.
Homework (if you are assigning homework, what will it be?):
Closure (___10__minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
-Once all students or the majority have finished have students call students back to the carpet
With their flow chart.
-Explain to students that they will be retelling the story to their partner using their flow chart.
-Demonstrate to students how to retell with a partner
-Remind students how to listen to others
-Facing your partner
-If youre the partner sharing, you must be looking at your chart.
-If youre the one listening, your paper is faced down, and youre looking at your
partner.
-Remind students that today they described the events of a story using transitional words

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
-The flow chart helps students organize the information from the next and aids in comprehension.
The learning objective states that students will describe the events in a story and this flow chart
gives students a perfect opportunity to organize and describe these events. Students will then take
this information and take it a step further to retell the story.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
-Students will describe the events in a story using a flow map.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: relatar (retell), describir, palabras de transicin, primero, despus, luego,
adems, al final.
Syntax1: Yo creo que__________porque_______. (When making and talking about their
prediction)
For the flow chart students will describe the story using the proper transitional words to indicate a
sequence. Example:
Primero ______________________.

1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Despus _____________________.
Adems _____________________.
Luego _______________________.
Al final ______________________.

Discourse2: Students will pair share the events in the story during the reading. When the flow
chart is completed students will retell the story to a partner using their completed flow chart.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
-Students will describe the events of a story using transition words such as primero, despus,
adems, and al final.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Starthere!

Emerging

Expanding

Bridging

Students in this stage will be given a

pre-created flow chart with the
proper transition words. Theyre
expected to describe the events.
When describing events students
may write simpler sentences without
much detail.

These students will create

their own flow chart. They
will be expected to write in
their own transition words,
theyre expected to use the
primero and al final properly.
When describing events
students are expected to add
more detail than those in
emerging.

These students will also

create their own flowchart.
Students are expected to use
most of the transition words
correctly and are expected to
use more detail when
describing events.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

Instruction
Students will Echo read
with the teacher, this will
provide students with a
model to how to read and
pronounce words properly.
During pauses in the story
students will be given
sentence frames to use to
respond to questions posed
by the teacher.

Guided Practice
Think Pair Share
Whole Group Discussions

Independent Practice
-Struggling readers/writers will
be a given a pre-created flow
chart with the proper transition
words, their job is to describe
the events
-The rest of the students will
be shown an example of what
their flow chart is to look like.
Chart with transition words for
narratives will be on the board.

e sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may
need to make for your language learners.

Part 4: Lesson Analysis

In addition to answering the questions below, annotate (make notes on) the actual lesson plan to
indicate what worked, what didnt, missed opportunities you had, where you collected evidence of
student learning, how you monitored students, and other anecdotes.

LEARNING GOAL
1. What was your content learning objective/goal?
Students will describe main events using key details

EVIDENCE
2. a) What specific examples of student learning do you have that showed students met or made
progress toward the content learning objective? Please complete the chart below.
Teacher Actions &/or Strategies
Que est pasando en el cuento?

Evidence of Student Learning

El gato no agarro al ratn

Qu crees que va pasar con la oveja?

La oveja tambin no va agarrar al ratn.

Qu paso con el caballo?

El caballo hiso un holl en la pared.

7.
B

Qu crees que va a pasar ahora que est el

elefante?

El elefante va destruir la casa.

b) Write a narrative that explains the decisions and strategies you used that led to successful
student learning of your content learning objective.
I did a lot of pausing throughout the story. After important parts in the story I would pause and ask
students various questions about what had just happened in the text. I would also pause and have
students make predictions about what they think will happen in the text. I gave students various
opportunities to think pair share before sharing with the whole group which gave students who
were struggling to hear what their partner thought. I also incorporated shared and echo reading of
the story.
c) What evidence is missing? What would you do to capture this evidence in the future?
Some students did not finish their sequence map, thus I dont know entirely if those students
understood the progression of the story. Perhaps next time I could provide more time for students to
finish their maps.
3.

a) What specific examples of student learning do you have that showed students struggled to meet
or make progress toward this goal? Please complete the chart below.
Teacher Actions &/or Strategies
Qu crees que va pasar ahora que esta la
gallina?
For the sequence map:

Evidence of Student Learning

Yo creo que la gallina va agarrar al ratn.
Some students had the sequence of events
in the incorrect order.

b) Write a narrative that explains the decisions and strategies tthat may have interfered or created
missed opportunities in terms of student learning.
Perhaps having a more guided approach at filling out their sequence map would have been more
helpful. For example we could as a class do the first 2 boxes together and then from their release
the students to complete the rest of the map. This would give students a better understanding of
what I was looking for.
c) What evidence is missing? What would you do to capture this evidence in the future?
Again some students did not finish their sequence map with the important details of the story. Thus
I only have a partial understanding of what the whole class understood or didnt understand.

ALTERNATIVE STRATEGIES and NEXT STEPS

4. Considering student learning, if you were to teach this lesson again, what decisions and strategies
would you change (in planning, instruction, and/or assessment) to teach an upcoming lesson? How
do you expect these strategies to impact students achievement of the lesson learning goal(s)?
I would do the sequence map more guided. I would have students do the first two boxes with me
before releasing them to do it on their own. I would also provide students with more time to
complete their sequence map.

5. Using the evidence of student learning described and observed, what will be your next steps in
future instruction with the class, small groups, and/or individual students?
From the assessments I had the majority of the students understood what they had to do. I would
likely as a whole class continue covering other aspects of the book. For the small group of students
who did not understand I would pull a small group and cover main idea and details with them with
a book theyre familiar with.