Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Julianna Ronto Date: 10/5/2020 Time: 9:00am-11:00am
Subject: ELA Grade Level: 1st grade
I. Topic & General Goal Oral Vocabulary: The students will learn about the terms
cooperate and relationship.
Comprehension: The students will learn the strategy of asking
and answering questions while reading.
Phonics: Students will read words with short o.
High Frequency Words: Students will read frequently seen
words (fun, make, they, too).
Fluency: Students will read words in a short story accurately.
Grammar: Students will identify if they are reading an
exclamation or a question.
Spelling: Students will be able to spelling words with short-o.
II. Reference to PA or 1.1 1.B Demonstrate understanding of the organization and basic
Common Core features of print.
Standards 1.1 1.D Know and apply grade-level phonics and word analysis
skills in decoding words.
1.1 1.E Read with accuracy and fluency to support
comprehension.
1.2 1.K Determine or clarify the meaning of unknown or
multiple-meaning words and phrases based upon grade-level
reading and content.
1.2 1.A Identify the main idea and retell key details of a text.
1.2 1.B Ask and answer questions about key details in a text.
1.4 1.F Demonstrate a grade appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
III. Lesson Objectives 1. After the teacher introduces the oral vocabulary words
cooperate and relationship, students will be able to
describe the definition of the words.
2. While the teacher is reading the story, students will be
able to ask and answer questions with student support.
3. While reading words with short o, students will be able to
read the words as a whole group.
4. While completing the workbook page, students will be
able to write words with short o with teacher support.
5. While completing the workbook page, students will be
able to write high frequency words with teacher support.
6. After listening to the teacher read aloud a short story, the
students will be able to read the story aloud as a whole
group with teacher support.
 7. While completing the high frequency word page, the
students will be able to read the words in a sentence aloud
as a whole group with teacher support.
8. While the teacher guides students through reading
sentences, the students will be able to determine if the
sentence is a question or exclamation with teacher
support.
9. Seesaw--After reading words practicing short-o words,
students will be able to read short-o words and match
them to corresponding pictures
IV. Materials Student iPads, teacher laptop, online Wonders teacher website
(which includes the digital version of the book), vocabulary
cards, student Reading Writing Workshop book (in-person
students), print outs of word building and high frequency
words
V. A. Introduction Hybrid Lesson: Seven students will be in person and fifteen will
be participating live from Microsoft Teams remotely.
 Watch the ‘Chapter Opener’ video to build background.
 Discuss the vocabulary words: cooperate and relationship.
Ask: Can you think of a time when you and your
family/friends cooperated to get something done? Can
you name a person you have a good relationship with?
What do friends do together? (Essential Question of the
week)
 Look at the “Just for Fun” picture.
o Ask: What do you and your friends do together?
What are the children doing together? How do
you think they might feel?
B. Procedures Connect Ed- Vocabulary and Reading Comprehension
 Using the digital Connect Ed website, preview all
vocabulary and high frequency words for the week.
 Tell students we will be reading a about friends in
different parts of the world and things they do together.
Listen to the book to find out activities friends do together
in “Friends All Around”
 Explain the ‘ask and answer questions’ strategy-
o One way to better understand a text is to ask
questions about what is happening in the test and
then look for answers as you read. Today as we
read, ask yourself questions about what friends
are doing and where they are. Then look for
answers in the words and photographs.
 While reading, model the strategy of asking and
answering questions.
  While reading, pause to elicit questions from students.
What do you want to know about what friends in different
countries do?
 Respond to Reading: What did you learn about friends
around the world?
Phonics- Short o
 Word Building Short o: Introduce Donny Dog friend with
visual
 Read word list aloud as students spell words on their blue
Donny Dog page. When the students spell a word
correctly, they get to feed Donny with an eraser. If they
finish feeding Donny, they get to capture the Big Mean
Monster.
 Click the letters on the Powerpoint to reveal the word as
you call on a student to spell the word
 Phonics Practice Activity- Highlight the short o as a
group as the class reads the words. Underline double final
consonants and -ck endings. Circle inflection -s endings.
All students will have paper to highlight.
Practice Book- p. 31, 32
 Work through the short o side, calling on students to
answer questions
 Practice writing High Frequency Words on the back page
(fun, make, they, too)
Connect Ed- Reading Writing Workshop: “Toss! Kick! Hop!”
 Students will listen to “Toss! Kick! Hop!”
 Students will read the story aloud as a whole group with
teacher support.
 Remind students of the Essential Question- What do
friends do together?
 Discuss what a key detail is and model how to say three
key details of this story.
 What is your favorite detail of the story?
Grammar/ Other-
 HFW Guided Practice- Read through the words together
(fun, make, they, too).
 Read though each sentence read through each sentence.
 Students should take out their spelling page in their
packet and fold over the spelling words. Say words with
short o aloud as students write down the words
independently.
C. Differentiation Process- Presenting ideas in different ways- Watching videos and
recording of the story, verbally discussing how to visualize,
writing and highlighting words
D. Closure  Students will go to Seesaw to complete activities:
  Students will match short-o pictures to corresponding
pictures. Show students how to do this using Sample
Student
VI. Assessment 1. Informal- Ask students how they would care for and train
animals after teaching the vocabulary words (in context of
the ‘Special Pets video and after “Our Pets”).
2. Informal- While reading “Our Pets” ask students to
visualize the details they are reading about.
3. Informal- Students will read the words the l-blend words
as a group with teacher support- listen to group read aloud
4. Informal- Students will write l blend words on their
workbook page- Ask students to help as we go, look at in-
person student’s papers
5. Informal- Students will write HFW on their workbook
page- Ask students to help as we go, look at in-person
student’s papers
6. Informal- Listen to the students read the short story aloud
to see if they can accurately read one-syllable words
7. Informal- Listen to the students read the short story aloud
to see if they can accurately read HFW
8. Formal- Seesaw activities-match short-o words to
corresponding pictures
VII. Modifications and/or Watch students on teacher iPad to answer questions during the
Accommodations lesson.
Zoom document camera for students to see more easily
Include visuals and voice recordings of instructions and questions
for struggling readers.
Play videos and recording of the story on the projector for
students to view more easily.