Intern Name: Ally Hak

Topic/Title of Lesson: Snowy Day Lesson

Grade: 1st
Length of Lesson: 45 minutes an hour
Date Taught: 12/14/2016
LESSON PLAN TEMPLATE
In this lesson
The teacher will be reading a book to the students, throughout the book the
teacher will ask questions that follow the SOLs guidelines. The questions will
be based on the littlest details to attract the students attention. After the book is
Overview read to the students, the students will be given a worksheet based on what
happened throughout the book. The worksheet will be based on the SOL
guidelines & the questions asked from the teacher.

1.7 b) Use titles and pictures

1.9 b) Set a purpose for reading
1.9 c) Relate previous experiences to what is read
Standards of 1.9 d) Make and confirm predictions
Learning 1.9 e) Ask and answer who, what, when, where, why and how questions about
what is read
1.9 g) Retell stories and events, using beginning, middle, and end
1.13 a) Generate ideas
Essential Questions N/A
Students will be able to make connections with what is being read, make &
confirm predictions, ask & answer who, what, when, where, why, and how
Objectives questions about what is read, retell stories and events using beginning, middle,
and end, generate idea, and use pictures to help answer the teachers questions.
Learning Target N/A
- Make Predications while the book is being read
- Who, what, where, when, why, and how questions
- Retell the story with drawings or sentences

o Slop
o Lawn
o Tips
Key Vocabulary
or Concepts Retell
Characters
Problem
Solution
Setting
Beginning
Middle
End
A book chosen by the teacher & a worksheet (for the teacher to see if the
Materials students were paying attention to the book & to see which students understand
what is being asked on the worksheet)
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Wait till all of the students attention is focused on the teacher

We will be reading ---------- as I am reading the book, I will stop & ask a
question, I want to see at least everyones hand raised once. The questions that I
Introduction/Hook will ask you will be based on the worksheet that will be given to you after I
finish reading the book to you. So pay close attention to the questions &
answers.

Lesson Begins
- Great the students & be sure that each students full attention be given to
the teacher
- Explain to the students that theyll be read to, therefore everyone needs
to be on their best behavior so their classmates can all listen & not miss
any important parts from the book
Instructional - Make sure the students know the rules (Be polite and respectful, Raise
your hand to speak or stand, follow directions quickly, Listen to the
Activities teacher)
- Remind the students about the 3 strikes your out rule. Each student
will be given 3 warnings on the 3rd warning the student will lose a class
dojio point
- Give out the worksheet after the book is read
- Explain the worksheet to the students & collect the worksheet papers.
Students below reading level Since the book is read to the whole class, the
book will be better for the student to understand with the questions the teacher
will ask to the whole class. If the student needs help with the worksheet after the
book is read, the teacher will assist the student with 1 on 1 help.

Students with ADD/ADHD Teacher will remind ALL students about the 3
Accommodations strikes your out rule. If worksheet is not finish the student will work on it
during their free time.

Any student that misbehaves and/or is off task will be given 3 warnings & after
the 3rd warning the student will lose a class dojio point & the student will finish
the worksheet during their free time.

After the given time to finish the worksheet is over. The teacher will start to end
the activity by telling the students to turn in their worksheet in the bin. Remind
the students that if it is not complete, theyll have to work on it during their free
Closure Activity time. As the lesson comes to an end, the teacher will tell the students to clean up
their desk area. After the task is finish the students will be moving into stations
with station 1 being buddy read.
Lesson Ended
Assessments The worksheet that was given to the students.

Resources N/A

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: Ally Hak
Date of Lesson Taught: 12/14/2016
Cooperating Teacher Mrs. Dodd
Cooperating School Centerville ES
Subject Taught: English
Grade: 1st
Time of Day: around 9 9:30 am

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I talked to Mrs. Dodd about the lesson plan while we had lunch together & she printed out the lesson plan that
she had planned with all the other 1st grade teachers. So I based my entire lesson plan on what they had planned
out that day and just added my own twist into it. Also, there were worksheets already made too.
2. How did the SOLs and Objectives help focus your instruction?
It helped guide me into the right direction on how I should plan out the lesson. I think without the SOLs &
Objectives, I wouldve been clueless in a way. Before I thought that the objectives and SOLs were useless but
now I know its a big essential.
3. What parts of the instructional plan worked as you anticipated?
Well, I first thought about the students that get distracted easily & my main focus was to try to make every
single student engaged with the lesson. So I thought that maybe if I pause on each page and ask them questions
about the book theyll stay more focus & to my surprise it worked.
4. What, if any, adjustments needed to be made once you began?
I needed to be more happy & bouncy. I felt like I needed more excitement but I was too nervous.
5. How well did you anticipate the materials needed?
I read over the lesson plan more than three times to make sure I was going to do everything that was planned
out for that day. I even read over it 5 minutes before my lesson started, again I was really nervous because I
didnt want to mess anything up.
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future assessment
be and how will you gauge its effectiveness?)
The worksheets helped out so much; it showed which students had a better understanding of what happened
throughout the book. Also, it showed how much each student memorized what happened. But for sure I want to
try to do Kahoot with the students.
7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of the
lesson? (Hint: Student learning is the key to a lessons success!)
I feel like the lesson went really well, all of the students were pretty excited that I was teaching so I felt
confident that theyll like the lesson and they did. When I was helping the students with the worksheets, almost
everyone got the answers right to the questions.
8. How did the time spent preparing for your lesson contribute to its success?
I honestly, was reading the book to my cousin and acted like I was reading it to the class. I didnt just act like I
was reading to my cousin; I did it to my dogs too. I maybe acted out my lesson 3-4 times. I felt like the acting out
the lesson helped a lot. I was a little less nervous has I was reading the book to the students because it felt like I
was at home reading the book to my dogs or my cousin. So I felt a little boost of confidence as I was reading.
9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would want to walk around the carpet and not just stand still like the statue of liberty, but to my defense the
thought of a recorded lesson scares me. Also, I wish I asked the questions specifically to the students so each of
them would pay more attention to the book.
10. Any last comments/reflections about your lesson?
Pretty surprised that my voice would be louder than usually.

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I
Intern Name: ______________________________
Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)
Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

Written (typed) Lesson Plan: _____/50

[See comments on LP]

Supplemental materials: _____/10

Comments:

Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)