LESSON PLAN OUTLINE

Early Childhood & Elementary Education Programs

Name(s):

Initial Plan Revised Plan

Date & time activity is to be presented:

Date initial written plan is submitted to the practicum teacher and supervisor:
(MUST be at least two weeks before the activity is to be conducted)

To be completed by the practicum teacher:

I have reviewed this initial plan and approve it as written.
I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised
plan that reflects these recommendations on the day the activity is presented.
I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.

I received this revised plan a week in advance.

___________________________________ ________________
Signature of Teacher /Practicum Supervisor Date Received

TITLE OF ACTIVITY

S.T.O.R.Y. Poem Literacy Lesson

CONTEXT OF ACTIVITY
st
After giving a literacy assessment to a 1 grade student, I have determined that one of the areas in which he
needs the most work is his ability to recall the plot and details of stories that are read to him. As a way to help
him better understand the parts of a story and recall the details, I will do a read aloud with a small group of
students, and then have them complete a S.T.O.R.Y. poem. This is a poem in which the students write different
parts of the story. S is where the students write the setting, T is the "talking characters", O is for "oops! A
probmlem!", R is for attemots to reslove the problem, and the Y is "yes! the solution has been found". This
activity will help build comprehension and retelling skills as well has help teach the parts of a story. I would
again use the "Three Billy Goats Gruff" so that I can more clearly see growth.

CONCEPTS/SKILLS OBJECTIVES PLAN FOR ASSESSMENT

What do you want students to
learn as a result of this activity?
OR
What skill do you want
students to demonstrate?
1: I want the students to
improve their
comrehension and retlling
skills.
2: I want the students to
begin to learn the parts of the
story.
3: I want the students to write
in clear, complete sentences.
How will students demonstrate
understanding of the concept?
OR
How will students demonstrate
success with the stated skill?
The students will accurately
create a S.T.O.R.Y. poem about
the book read to them.
The students will correctly sort
the parts of the story in the
graphic organizer/poem.
The students will fill out their
graphic organizer in clear,
How will you assess student learning of the concept?
OR
How will you assess student demonstration of the skill?
I will assess the comprehension levels by determining the
accuracy of the parts of the story shown in the poem.
I will determine if the students correctly identified the parts of
the story by looking at how they filled out the graphic
organizer.
 complete sentences.
(Attach a copy of the data collection
instrument to this document.)

RELATED VIRGINIA STANDARDS

1.5 The student will apply knowledge of how print is organized and read.
a) Read from left to right and from top to bottom.
b) Match spoken words with print.
c) Identify letters, words, sentences, and ending punctuation.
d) Read his/her own writing.
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about what is
read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.
i) Read and reread familiar stories, poems, and passages with fluency, accuracy,
and meaningful expression.
1.12 The student will print legibly.
a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write unknown words phonetically.
1.13 The student will write to communicate ideas for a variety of purposes.
a) Generate ideas.
b) Focus on one topic.
c) Revise by adding descriptive words when writing about people, places, things,
and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final
copies.
f) Use correct spelling for commonly used sight words and phonetically regular
words in final copies.
g) Share writing with others.

MATERIALS NEEDED

I will need 1 copy of "Three Billy Goats Gruff" and copies of the S.T.O.R.Y. graphic organzier for the number of students
in the group.

PROCEDURE

Preparation of the learning environment (take a picture to include with your reflection).

To prepare the environment, I will have a rug for the students to sit on while I sit in front of them reading the
"Three Billy Goats Gruff" to them as a read aloud. I will also have prepared the S.T.O.R.Y. graphic
organizer/poemcopies for the students as well as writing utensils.

Plan for taking turns during the activity

When talking about what happened in the story and what the different parts of a story are, I will give each
student the opportunity to answer at least one question if they want to.
 Introduction of the activity to children (and families, if possible)

I will first discuss with the students what each of the part of the story is, such as setting, characters, "oops! A
problem!", attempts to resolve the problem, and "yes! the solution has been found". I will then model retelling a
story for them using a story that they are very familiar with, such as the three little pigs, and using the new
terminology such as setting and characters.

Implementation of the activity (specific procedure for teacher and students)

I will read the "Three Billy Goats Gruff" to the group as a read aloud. After reading the story, I will ask the
students to recall some of the main points of the story. Then, I will give out copies of the S.T.O.R.Y. graphic
organizer and ask them to retell the "Three Billy Goats Gruff" on the paper the same way that I retold the three
little pigs for them. I will be available for any questions the students may have, and if they seem to be confused,
I will ask them to work together to figure out the setting and characters, and to then try to do the rest alone.

Closure and cleanup

For closure, I will go over their responses to each of the parts of the story and clear up any confusion or mistakes they
might have made. Finally, I will collect their graphic organizers and compare the accuracy of responses and the level of
detail to the retelling done during the literacy assessment, as a means of assessment.

PLANS FOR DIFFERENTIATION

For differentiation, I will do this activity in small groups created based on literacy skills. I will use simpler stories
for groups with lower reading levels, and give more independence to those groups with more developed literacy skills. I
will also provide more scaffolding to groups with lower reading levels by walking them through the organizer with more
guidance, and then let them try to do it on their own the next time.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

One thing that could go wrong with this lesson plan is the students not understanding what I mean when
describing the parts of a story, If this seems to be the case, I will break it down more slowly, giving lots of examples
from stories that they are familiar with.

SUPPLEMENTAL PLANS FOR PARTNER TEAMS

A copy of the data collection instrument for this activity is attached.

This plan must be submitted to the practicum teacher AND your supervisor
TWO WEEKS prior to the activity date.