CEP Lesson Plan Form

Teacher: Megan McHugh Date: February 5, 2019

School: Beattie Elementary Grade Level: 1 Content Area: Literacy

Title: Family – The Bee Tree Lesson #: 1 of 2

Lesson Idea/Topic and The students have been learning about family units in both literacy and
Rational/Relevance: social studies; we will be working on focusing on characters and setting in a
story that is family oriented, but we will also be focusing on long e
structures and looking for long e words in a book.

Student Profile: There are 24 students in this 1st grade class. 4 students have a behavior
chart, but multiple others require frequent reminders and redirections. The
class is divided pretty evenly of really advanced students and students who
are still working to be at grade level.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Reading, Writing, Communication
1. 1. Multiple strategies develop and expand oral vocabulary
Reading for All Purposes
2. 3. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations
2. 4. Understanding word structure, word relationships, and word families needs to be demonstrated to begin to read

Understandings: (Big Ideas)

Students have been working on family units, comprehension, character and setting in the past, we will review those concepts to learn more about them

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
What makes a word have a long e?
What did we define family as?

Evidence Outcomes: (Learning Targets)

Students will be able to connect the family ties within the book/recognize the characters in The Bee Tree
Students will be able to talk about the setting of the book.

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CEP Lesson Plan Form

I can recognize how different families are similar and different.

This means I can compare and contrast (similar and different) my family to others.

Students will be able to recognize some of the long e words in the book.
Students will be able to match and write the long e words in the Write the Room activity.
I can connect long e words to the correct picture.
I can see the patterns/rules of long e words.
This means I can spell using the sounds and rules of long e words.

List of Assessments: (Write the number of the learning targets associated with each assessment)
1. Students will complete the Write the Room worksheet demonstrating their understanding of long e
2. Students will show long e in a group discussion while applying it to The Bee Tree
3. Students will show understanding of setting, character and family in a group discussion
4. Students will show understanding of setting, character and family in a group discussion while applying it to The Bee Tree

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson The Bee Tree

Students will show their understanding of long e through the Write the Room activity by
connecting the correct pictures to the correct words and by correctly saying the words on the
pictures in a group discussion about the activity.
Students will be prompted to listen for long e words, family connections, character recognition
and setting details during the book The Bee Tree.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 20 minutes for the Writing the Room
15 minutes for The Bee Tree and discussion
Anticipatory Set The strategy I intend to use is: questions
Beginning of the lesson – what are some of the rules for words with long e
Transition – What did we define family as? Listen for long e words during The Bee Tree
I am using this strategy here because: it prompts the students to think about the upcoming
lessons

Procedures The strategy I intend to use is: individual practice and group discussion
I am using this strategy here because: the students will walk around the room to do the Write
the Room, then we will talk about what they learned and did, we will transition into looking for
long e words in the book The Bee Tree as well as prompting the kids to listen for the family
tradition, settings and characters in the book.

Teacher Actions Student Actions Data Collected

1. Teacher asks what 1. Students will listen to Teacher will see understanding
the rules are for directions through the worksheets,
long e words 2. Wait their turn to grab a through reminder
2. Show the students worksheet discussion and the final
that there are 3. Work independently discussion that summarizes
pictures around the around the room finding setting, character, family,
room and the the long e pictures to and long e words.
names are long e match with the words

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CEP Lesson Plan Form

words – have the 4. When the are done they

students do the can come to the carpet
worksheet of and wait for directions
matching the 5. Listen to directions, put
pictures to the worksheet in turn in
words basket
3. Give them about 15 6. Come back to the carpet
minutes to finish 7. Participate/think about the
independently questions being asked:
4. Give the students what words have a long e,
directions to put why? What is a setting in a
those worksheets in book? Who are characters
the wire basket in a book? What is the
5. Bring them definition of a family? How
together at the are other families the
carpet same or different than my
6. Ask questions own family?
about what long e 8. During the story, keep
words they saw, these questions in mind
then transition while students listens
them into listening 9. Participate/think during
for long e words the summary/closure
while you read the discussion
book The Bee Tree 10. Be ready to line up for WIN
7. Before reading the after the lesson
book, ask the
students a
definition of family
– if families can
look and act
differently
8. Talk about what a
setting and a
character are in a
story

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CEP Lesson Plan Form

9. Summarize for the

students to listen
for long e, setting,
character and
families while they
listen
10. Read the character
and setting rhyme
11. Read The Bee Tree
12. Ask students about
Long e words,
about the setting of
the story, about the
characters, and the
family structures
within the story
13. Prompt students to
be ready for WIN
then line them up
Closure The strategy I intend to use is: a final discussion that summarizes the purposes of the entire
lesson
I am using this strategy here because: the students are typically involved in a discussion to
reinforce what they have learned, it is what is scheduled, but I also think the topics we are
hitting are topics that are important to hear and talk about rather than write.
Differentiation Content Process Product Environment
Modifications: Some students Through discussion, I Students who
may need extra will fill in gaps of are distracted
support and I setting, character, or distracting
will walk family and long e other will be
around to questions if students asked to go
guide students are not showing back to their
who need it understanding seat to regain
focus
Extensions: There will be Extensions will be
rhymes and noted for future

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CEP Lesson Plan Form

other lessons lessons about families,

that will help setting, characters and
set this long e words
foundation
Assessment 1. Students will complete the Write the Room worksheet demonstrating their understanding of
long e
2. Students will show long e in a group discussion while applying it to The Bee Tree
3. Students will show understanding of setting, character and family in a group discussion
4. Students will show understanding of setting, character and family in a group discussion while
applying it to The Bee Tree

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were there additional co-teaching
strategies used during the lesson not planned for initially? Please explain.

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 CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age and
background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying
to accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the
lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of
each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in
their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

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 CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the activity is too easy for a child, how will you
extend it to develop their emerging skills? What observational assessment data did you collect to support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description of what you were looking for in each assessment. How do you
anticipate assessment data will inform your instruction?

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