CEP Lesson Plan Form

Teacher: Megan McHugh Date: February 5, 2019

School: Beattie Grade Level: 1 Content Area: Literacy

Title: Oh Look! Lesson #: 2 of 2

Lesson Idea/Topic and The students have been learning about in both literacy and social studies;
Rational/Relevance: 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 o structures and
looking for long o 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 o?
What is a character in a story?
What is a setting in a story?

Evidence Outcomes: (Learning Targets)

Students will be able to recognize the characters in the book Oh Look!
Students will be able to talk about the setting of the book.

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CEP Lesson Plan Form

Students will be able to recognize some of the long o words in the book.
Students will be able to match and write the long o words in the Write the Room activity.
I can connect long o words to the correct picture.
I can see the patterns/rules of long o words.
This means I can spell using the sounds and rules of long o 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 o
2. Students will show long o in a group discussion while applying it to Oh Look!
3. Students will show understanding of setting and character in a group discussion
4. Students will show understanding of setting and character in a group discussion while applying it to Oh Look!

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Oh Look!

Students will show their understanding of long o 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 o words, character recognition and setting details
during the book Oh Look!
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 5 minutes for introduction of long o

10 minutes for the Writing the Room
15 minutes for Oh Look 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 o
Transition –What is a setting/character in a story?
Listen for long o words during Oh Look!
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 o words in the book Oh Look! as well as prompting the kids to listen for the settings
and characters in the book.

Teacher Actions Student Actions Data Collected

1. Teacher asks what
the rules are for
long o words
2. Show Treasure’s
long o explanation
3. Show slide of long o
1. Students will think Teacher will see understanding
about long o patterns through the worksheets,
2. Students will listen to through reminder
directions discussion and the final
3. Wait their turn to grab a discussion that summarizes
worksheet setting, character and long

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CEP Lesson Plan Form

patterns 4. Work independently o words.

4. Show the students around the room
that there are finding the long o
pictures around the pictures to match with
room and the the words
names are long o 5. When the are done they
words – have the can come to the carpet
students do the and wait for directions
worksheet of 6. Listen to directions, put
matching the worksheet in turn in
pictures to the basket
words 7. Come back to the
5. Give them about 15 carpet
minutes to finish 8. Participate/think about
independently the questions being
6. Give the students asked: what words have
directions to put a long o, why? What is a
those worksheets in setting in a book? Who
the wire basket are characters in a
7. Bring them book?
together at the 9. During the story, keep
carpet these questions in mind
8. Ask questions while students listens
about what long o 10. Participate/think during
words they saw, the summary/closure
then transition discussion
them into listening
Be ready to line up for WIN after the
for long o words lesson
while you read the
book Oh Look
9. Briefly talk about
the family is the
book
10. Talk about what a
setting and a

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CEP Lesson Plan Form

character are in a
story

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, Students who
may need extra I 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 asked to go
guide students students are not back to their
who need it showing seat to regain
understanding focus

There is a
student who is
a wheelchair,
but they should
be able to
navigate the
room easily
during the
Write the
Room – if not, I
will help them
work through
Extensions: There will be Extensions will be
rhymes and noted for future
other lessons lessons about
that will help families, setting,

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CEP Lesson Plan Form

set this characters and long

foundation e words
Assessment 1. Students will complete the Write the Room worksheet demonstrating their understanding
of long o
2. Students will show long e in a group discussion while applying it to Oh Look
3. Students will show understanding of setting and character in a group discussion
4. Students will show understanding of setting and character in a group discussion while
applying it to Oh Look

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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

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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

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 CEP Lesson Plan Form

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.

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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