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Firstgradelesson Brieannao
Firstgradelesson Brieannao
Firstgradelesson Brieannao
(Updated 4/28/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with
the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.
Background Information
Teacher Candidate: __Brieanna Olsen___________ Date:_April 18, 2017_____________
Cooperating Teacher: __Sarah Davis____________ Grade:_First______________
School District: Pullman School District _________ School: __Franklin Elementary School________
University Supervisor: Lori White
Unit/Subject: Literacy/Writing Conclusions
Instructional Plan Title/Focus: Drawing Conclusions
CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
1 reading and content, choosing flexibly from an array of strategies.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1
and 3 here for specific expectations.)
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1. SWBAT define the word conclusion.
2. SWBAT work collaboratively in small groups to make predictions about what is going to happen at
the end of a short story.
Language Objectives:
1. SWBAT create their own conclusion at the end of a short story.
d. Previous Learning Experiences: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.
All Students:
- Small group discussion and pair and share ideas and thoughts about their conclusions.
- Write down conclusions that they believe will take place in the story being read.
- Teachers will be walking around checking for understanding and will be available for answering questions.
- Students may be allowed extra time depending on what is needed at the time being.
- Students may be paired with student sitting next to them or as assigned, if and when necessary.
- Extra assistance will be given to students according to IEPs or additional needs throughout the entire lesson.
f. Assessment Strategies
SWBAT work collaboratively in small Formative: As the students are working on their
groups to make predictions about what is worksheets, I will be walking around to check off how
going to happen at the end of a short story. well they are working in their small groups. I will
consider the following questions:
Is this student working collaboratively?
Is this student sharing his/her ideas?
Is this student copying his/her partners worksheet, or
completing the work as well?
Refer to (Figure 3) below.
SWBAT create their own conclusion at the Formative: I will be walking around the room to see if
end of a short story. the students are completing their worksheets by creating
their own conclusions from different stories. I will also
be able to determine this after I check over all of their
worksheets and see their responses.
SWBAT write in complete sentences as they Formative: This will be documented by their completed
draw their own conclusions. worksheets. They will turn them into me as soon as they
are all completed by each student in the class.
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g. Student Voice:
a. Introduction: I will begin the lesson by reviewing what the class and I briefly talked about last week on
what the word conclusion means. I will have multiple students tell me what they remember to the class. I
will then go into explaining to the students what a conclusion is and where it fits into a story. I will then
tell them my own story that I made up, then ask them to tell me what my conclusion was by listening to
the key details that sums it all up. I will then ask a few students to share a story with me and the rest of
the class to see if we can identify what that students conclusion of his or her story was as well. I will
then hand out one worksheet and explain the directions to them at the top. Students will be able to
collaborate in their small groups as they begin drawing conclusions for a series of different short stories.
b. Questions:
Do you know what the work conclusion means? (Analyzing/remembering)
Do you think you can predict a conclusion by looking at this picture on the worksheet? (Applying)
Where will you find a conclusion in the text? (Analyzing/applying)
Why do we need a conclusion at the end of a story? (Evaluating)
Can you tell me a story then wrap it up with a final thought (conclusion)? (Applying)
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c. Learning Activities:
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YOU DO/I HELP Turning the lesson over to the students will
During this time, I will be walking around the really show me how well they are grasping the
room as the students work together on the two comprehension strategy of drawing
worksheets provided. I will stop at each of conclusions. I will be walking around to
their desks and ask them to read me a story, monitor learning progress and understanding
then tell me what they think the conclusion of the topic.
would be. Then they will be able to share their
conclusions with the rest of the class before it
is time for lunch. The students will then do a
student checklist to ensure that they learned
everything that they need to learn for the
lesson.
b. Closure:
Everyone did so awesome today, I am so impressed! I really enjoyed hearing the conclusions that you
were all coming up with. Now before we turn in our worksheets and go to lunch, can anyone tell me
what a conclusion is, I think I forgot? Awesome! Does anyone know where conclusions fit in to your
stories? Good job! Yes, conclusions sum up the ending of our stories, so they are the last thing the
reader sees in a story. Today we also learned that it is okay to have different conclusions, even if we
have the same story. I saw some great examples of that as I was reading some of your conclusions.
Some people said that Kate like animals, others said pets, and some people even said she likes hamsters!
All of those are great conclusions to sum up Kates story. Dont forget to continue drawing conclusions
are you read stories it is an important skill that you will need to know forever!
Once all students are finished and have turned in their worksheets for this lesson, the teacher will
evaluate them for progress on this topic. If the students still do not seem to fully understand the concepts
and have not yet successfully applied the learning targets, the strategy may need to be revisited
immediately.
c. Independent Practice:
Students will be encouraged to draw their own conclusions as they are reading books to practice the
strategy of drawing conclusions. They should make their own conclusions and predict what may happen
because it is a great skill to have as they are writing their own stories and making their own conclusions.
Even if their conclusions are not correct, they are still practicing this important skill.
Materials:
Pencils
Drawing Conclusions Worksheet (Figure 1)
Circling Conclusions Worksheet (Figure 2)
Checklists (Figures 3 & 4)
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Figure 1:
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Figure 2:
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Figure 3:
Teacher Checklist
Key:
Put a X in each box that applies. If not acceptable, leave box blank for incomplete.
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Figure 4: Name:_______________________
Quick check! Complete this checklist as you are participating in and completing todays lesson. Put a
checkmark in the boxes where you feel you are comfortable regarding this lesson.
Yes, I got it! Maybe, I think so... No, I need more help.
I know what a
conclusion is.
I know where
conclusions are in a
story.
I wrote in my best
complete sentences!
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e. Acknowledgements:
United States, National Governors Association Center for Best Practices, Council of Chief State
School Officers. (2010) Common Core State Standards (ELA-Literacy-first grade).
Washington D.C.: National Governors Association Center for Best Practices, Council of
Chief State School Officers.
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