USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes

1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,

LAFS.1.RL.1.3
Describe characters, settings, and major events in a story, using key details.
LAFS.1.SL.2.6
Produce complete sentences when appropriate to task and situation.

Essential Question: How can you describe characters, setting, and major events in a
story by using key details from the text?

Objectives: The point of this lesson plan is for students to practice comprehension skills
and fluency skills by reading the story and then discussing the characters, setting, and
major events.
After this lesson plan, students should be able to identify the characters, setting, and
major events from the story Amys Airplane with little to no teacher assistance.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes
1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence

I am teaching this objective because it is essential for students to know how to identify
characters, setting, and events from reading a story. This strengthens their
comprehension skills

Students who master this objective quickly will then discuss the problems that the main
character encountered and will reflect on how those problems were solved.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes
1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Teacher must have already read Amys Airplane and they must be familiar with the
different elements of a story.

Students must know what the definition of character, setting, and main events are before
completing their task. I will ask the students what they already know about the story
elements and briefly review them, in case the students need a reminder.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes
1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
What misconceptions
might students have about
this content?

Students may think that every single sentence or detail is a MAIN/KEY detail. It is
important to remind the students to ask the students why we choose the key details
that we choose.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher will read Amys Airplane first. Pausing to ask

questions.
After reading the story I will ask the students to Turn and

USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes
1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

talk and retell the story to their partner.

Students will then read the story on their own using the
reading telephones
After everyone has finished reading the story on their own,
students will then complete a worksheet that asks them to
tell who the characters are, where the setting was, and what
happened in the beginning, middle, and end.
Before passing out the worksheets, make sure students know
what the definitions of character, setting, and main events
are.

a student struggles with the content?

Encourage the student to back to their text, model and show them how to use
their texts to find the answer.

a student masters the content quickly?

Students who master this objective quickly will then discuss the problems that the main
character encountered and will reflect on how those problems were solved.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes
1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If any student in particular loves airplanes, then this lesson will apply
specifically to their interest.
If applicable, how does this lesson connect to/reflect the local community?
Everyone has something that they would love to have/own/purchase.
Sometimes we are unable to purchase those things because we do not have
enough money, or because it is unrealistic to have it. Amy finds another way to
enjoy what she loves and never gives up on her dream. This can be an
encouraging lesson for everyone.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I like providing students with an opportunity to try to work independently in
guided reading groups especially those who need the additional challenge
because it gives them an opportunity to show what THEY know. Also, this
lesson plan can be challenging if the teacher asks the students about how they
can relate to Amy in this story. This encourages students to reflect on what
they already know or what they have already experienced and relate/compare
it to what they just read.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Emily Smailes
1st Grade
Guided Reading Group
Small Group
Lesson Plan
4/13/2016
How will you differentiate instruction for students who need additional
language support?
In this lesson plan, I give students a moment to listen to the story and to look
at the pictures through a guided read aloud. Then, the students have an
opportunity to read the story to themselves at their own rate. During this time,
I will observe each students reading and those that I notice struggling will
receive additional help.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

In this guided reading group I have two ESE Speech students. I will make that they are
given an opportunity to discuss and use their voice. I will also make sure that their
speech is corrected when needed and give them the chance to correct their own speech
when appropriate.

Amys Airplane - DRA level 8: students are either challenged or are successfully able to
read at this level within this particular guided reading group
Story Elements worksheet