Intern Name: Olivia Kinert

Topic/Title of Lesson: Lions Lunch Lesson Plan

Grade:
1st Grade
Length of Lesson: 30-40 minutes
Date Taught: May 10, 2016

LESSON PLAN TEMPLATE

Overview

Standards of
Learning

Essential Questions

Objectives
Learning Target
Key Vocabulary
or Concepts
Materials
Introduction/Hook

Instructional
Activities

In this lesson The students will discuss predictions before, read

independently, and then retell and discuss details in order, to then hopefully pick
up and identify the pattern within the group.
ELA 1.1.1 Tell and retell stories and events in logical order.
ELA 1.6 The student will read and demonstrate comprehension of a varitety of
fictional texts.
ELA 1.6.2 Make and confirm predictions.
ELA 1.6.3 Make connections before, during, and after reading text.
ELA 1.6.4 Ask and answer the who, what, when, where, why and how
questions about what is read.
ELA 1.6.5 Describe characters, setting, and important events.
ELA 1.6.6 Retell stories and events, using beginning, middle, and end, and
including key details.
ELA 1.6.7 Identify the main idea or theme.
ELA 1.8 The student will write to effectively communicate ideas for a variety
of purposes.
Is this a fiction or nonfiction book? Difference between the two? (Looking at
the cover) What do you think the story will be about? (Picture walk) What can
you predict further from the pictures that you saw?
Students will be able to Students should be able to identify the characters,
setting, details, retell story in chronological order, and possibly indentify the
pattern in the story.
To be able to retell the story, describe details, and identify the pattern.
Concept (the continuing pattern), Lesson (to be aware of signs that could keep
you keep you away from danger), Vocabulary (should be on their level)
Lions Lunch books
Thumbs Up [ Have you ever been really, really hungry? So hungry that you
began to feel sick?
Discuss [ How do you think, Tiger, Lions friend tried to help him? How woul
you help a friend if they were really hungry?
- Hook
- Distribute stories, predict from cover, picture walk, add onto predictions
before reading
- Read independently
- Discuss the who, what, where, why, how
- Discuss further details
- Retelling in order (possibly one person with others agreeing or
disagreeing, or have the group retell together)
- Connections to stories
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)

Accommodations
Closure Activity
Assessments
Resources

There shouldnt be any, though, some might need help with the understanding
or pronounciation of some words.
Allow the students to share what they would do to help a friend, family
member, or themselves find food. What would they be willing to eat if it came
down to it?
Independently describing the pattern that they identify within the story (this is
the goal), though if not able to, they should be able to retell the story by
themselves, especially after retelling as a group.
Ms. Everton
Curriculum Standards of Learning

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)