Lesson Plan Template LTM-612

TC Name: Mrs. Medina Date: 10/26 (Observation @12)

Lesson Title: Diary of A Grade Level/Course: 1st Grade Guided Reading LP

Worm (P1)

Add lesson elements in blank boxes below explanation/directions.

Teacher Readiness

Common Core/Model Academic Standards:

SL.1.1. Participate in collaborative conversations with diverse partners and adults in small groups
or larger.
SL.1.2. Ask and answer questions about key details in a text read aloud or with information
presented orally.
SL.1.3. Ask and answer questions about what a speaker says in order to gather information or
clarify an idea.
SL.1.4. Describe people, places, things, and events with relevant details expressing ideas and
feelings clearly.
SL.1.6. Produce complete sentences when appropriate to task and situation.
RL.1.1. Ask and answer questions about key details in a text.
RL.1.3. Describe characters, settings, and major events in a story using key details.

Student Learning Objective(s):

 SWBAT select an appropriate pre-reading strategy based on the previewing the text
and questioning (skim, read from front to back, read slowly, read fast).
 SWBAT identify the setting of a story using picture clues and text evidence.

Material:

Teacher Material List:

 Noticing
 Setting on chart paper (3 columns - Evidence/Where/When)
Enlarged Lifted Text
Scholar Material List:
 Scholars sit SSTRONG on the carpet as Teacher reads aloud book and ask/answer
questions according to text. No materials are needed for scholars.

Prior Knowledge

 Setting- where and when the story takes place.

  Describing scene and setting changes use text clues.
 Good readers review front and back cover of text, preview text images (“I notice”),
and reading/going back when confused.
 Answer questions using complete sentences and WOW (vocabulary) words.
For example, “I notice” or “my prediction”.

Questions (to ask students to promote higher order thinking)

(WE DO) Teacher will work with scholars to get objective, but will model quickly when needed:

What do you predict the setting will be of this story? What is your evidence?
 Pg. 8 Who is wondering something in this picture? (F) (The spider is wondering.) What do
you think he is wondering? I think he is wondering how to dig like a worm
 Pg. 11 What do you notice in this picture? How do you know? The worm is about to fall off
of the tree, but the spider has attached the web to him so he could bring him back. It looks
like the worm is shaken up. His mouth is open like he is screaming.
 Pg. 12 Are we still in the same month? No, now it is April. What is the setting?
TW chart the setting of the story with evidence. The setting is the dirt underground. Also, it
is daytime because the sky is bright.
 Pg. 14. What is the setting right now? How do we know? (TURN/TALK)
He is at school. Our evidence is that he said he is eating lunch. It looks like there are a lot
of other little worms. The worm with the glasses looks like the teacher. He also said he
was so hungry that he ate his homework. TW chart the setting of the story.
 Pg. 17 What is the setting right now? How do we know? He is at the park. We know that
because the author told us right in the text. TW chart the setting of the story.
 Pg. 17 What was the girl’s reaction when they saw the worm? What does their reaction tell
us about how they felt? The girls started to scream. It says that in the text and I see that
also in the picture. I know that when someone screams they are scared or frightened.
 Pg. 19 What do you notice about the setting now? He is back in the woods or grass. It is
also the start of a new month. It is May 1st. TW chart the setting of the story.

Differentiation – Planned Support

Whole Class Differentiation

Read Aloud is whole group instruction as the Teacher models what a good reader does before,
after, and during the reading process.

Small Group Differentiation

Individual Students Differentiation

 Academic Language

Language Function

Vocabulary

 Setting- where and when the story takes place.

 Noticing- What clues do I notice in this text that can help me to understand?

Discourse

Syntax

How will you support students so they can understand and use the language associated with the
language function and other demands in meeting the learning objectives of the lesson?

 Repetition
 Call and Response
 Modeling (I do, We do)
STUDENT READINESS

Engagement Strategy (Hook)

10 min. (TEACHER MODELING)

 Hook: TW refer students to what to think about before Reading poster & briefly
read over the bullets explaining that good readers always think about these things
before they begin reading a book.
 TW highlight the last bullet & hold up book Diary of a Worm:

(CAPTURE SCHOLARS INTEREST HERE)

Scholars, this book looked pretty interesting to me because I have a diary that I
keep. But the title says “diary of a worm” and that made me wonder, “How could a
worm have a diary?! Let’s continue to preview the text. I looked at the title, now I
should look at the front cover. Scholars, what do you notice?
 o TW call on 1-2 students to describe what they notice about the front cover.
There is a worm sitting on a coke bottle cap. It looks like he is writing with a
large pencil on top of half a mushroom. The worm is also wearing a baseball
cap.
 TW continue: Scholars, I noticed something else. Our author is Doreen Cronin. It
says here, this book is from the author of Click, Clack Moo: Cows That Type. I
remember that some of you read that book last year in kindergarten. That was a
pretty funny book. I’m going to predict that this book may have some funny parts in
it as well.
 TW continue: Let’s turn to the back cover and continue previewing the text.

(MODELING HOW TO PREVIEW A BOOK)

 Now we can see even closer what the worm is writing. It says, “June 5, I get the
feeling I’m being watched…” I wonder what that means. The worm is looking back
like he knows we are reading a book about him! That is interesting.
 TW ask: What do you predict the setting will be of this story? What is your
evidence? Take one or two predictions and then continue with the preview.

 TW say: Now, we should skim through the book to see if we are going to be able to read
this book slowly or quickly. TW do a quick picture walk. TW notice that there are a lot of
features in this text that might make it more difficult to read.

 Pg. 2-3 these look like photographs of the worm. Let me look closer and see what they
say.
o TW talk about each photograph. TW notice how the setting changes in each
photograph, and that some pictures are from the present and some pictures
are from the past.
o For example: Scholars, I see a picture of worms first day of school. I know
that this picture is from the past because he has his report card posted right
here. You don’t get your report card on the first day of school!
 TW continue to take a picture walk.
o TW take note of the talking bubbles, and how the date seems to change on
each page.

(MODELING “I NOTICE”)

o Scholars, I notice that the date seems to change each time we turn the page.
That lets us know that the setting is probably changing throughout the story.
There is text all over the pages. It is not just at the top or the bottom. There
are also a lot of talk and though bubbles. Who knows how we can tell the
difference? TW draw the difference on the board. Yes, thought bubbles have
all circles while talking bubbles are more pointed to the character’s mouth.
  TW say: Scholars, I can tell that we are going to have to read this book slowly so that we
can pay attention to all of the text features like how the setting changes and who is talking.

Purpose Statement

The purpose of this lesson is to teach scholars the importance of good readers
understanding the setting and using text evidence to determine the setting of a story.

Lesson Activities:

· Instruction/teach
· Model
· Informal Assessment/Check for understanding
· Guided Practice

Application and Closure Strategy:

These are questions the Teacher will ask scholars. The answers to the questions (what
scholars should say is also provided for the teacher when executing read aloud.

 TW ask: Why do we need to determine the setting in order to fully understand the story?
The setting can be an important part of understanding a story that is fiction. The setting is
important so we know where the characters are and when are they doing their actions. This
is why we must identify the setting, and when the setting changes, when we are reading a
story that is fiction! The setting will also help us visualize the characters within the context
of the story.
 TW ask: How did the setting change in the story? The setting changed by it started on
March 20th and went all the way until May 1st. Also, the setting was underground in the dirt,
in a tree and in a park.

 Scholars, today we began to read Diary of a Worm and tracked the setting. We thought
about how the setting affected the characters and how the setting was important to the
story. This is something that great readers will do!