LESSON PLAN TEMPLATE

Name: Katie Hensley Date of lesson: March 10, 2020

Context of the lesson:

● Subject being taught​: Language Arts Length of lesson​: 1.5 hours
● Name of school​: St. Anthony School Maui Grade level​: First ​Number of students​: 12
● Materials for lesson​:
● iPad with conferring notebook
● Materials for individual conferences
● Word card for “because”
● Student whiteboards
● Teacher projector and whiteboard
● Story story with a simple and predictable plot to read aloud
● Projectable story and Retelling graphic organizer
● Student list to mark with observational assessment data
● Describe the ​profile of the students​ in a short narrative. Include: What prior knowledge do students have of
this lesson? What are the general learning styles/preferences of the students? If there are students with special
needs or accommodations, what are they? How will instruction be differentiated to meet the needs of ​all
students?
This lesson was designed for the students in a first-grade class at a private Catholic school, for which I am the

lead teacher. The class is composed of twelve students from six to seven years old. No students in the class have

diagnosed disabilities; however, one student receives therapy for speech. Some students in the class may qualify for

tuition assistance, but I do not have access to this information. In surveys, all of the parents identify English as the

primary language spoken at home.

This lesson will be completed on the second day of instruction for the week (Tuesday). The students will have

been introduced to the comprehension focus, Narrative Retelling of Fables, for the week on Monday. This literacy block

will follow a predictable pattern for the students, as it will be structured in the way they are accustomed to. I have found

that predictability in format works well for my students because together we have built background knowledge on what

supplies are needed, how to interact with the lesson components, and what appropriate behavior looks like.

The Daily 5 and CAFE framework is in use for this literacy block. The students began using the Daily 5 in

November of 2019 and are quite adept in operating within the framework. The literacy block will begin with students

choosing their first round of Daily 5. They are free to choose between five choices: Read to Self, Work on Writing, Read

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 to a Partner, Listen to Reading, or Word Work. Students have been trained in the routines and expectations associated

with each choice. Once the students are settled a timer, which will be visible to the students, will be set for 15 minutes

will be set. As long as all students maintain stamina (following the routines and expectations) the timer will remain

running until it ends. If a student breaks focus, I will ring the chime as a signal to students to clean up and return to the

carpet.

While students are engaged in their Daily 5 choice, I will be meeting with individuals or small groups. These

children are chosen based on assessment feedback, teacher recognized need, scheduled appointments, and student

requests. The number of students that I meet with will depend on the reason for the meeting and the length of any

teaching/reteaching that needs to take place. Students are grouped based on which strategy or skill they are working

on, and not by reading level. High and low readers may be grouped together if there is a recognized need for a common

skill. When working on a skill, student utilizes “good-fit” books or books that are at their individual instructional level.

The Daily 5 is based on student choice. Students are able to choose books of interest and write about anything

they find compelling. They choose activities, partners, and seating that work best for their needs. I work with individuals

and small groups and meet them at their skill level. In this way, the Daily 5 framework is inherently differentiated.

The goal is to run at least three 15-minute rounds of Daily 5. At the end of each round, students self-assess and

set goals for improvement or strategy use in the next round. Between rounds, I present a whole-group mini-lesson

lasting between 6-10 minutes. I make every attempt to keep lessons short, as first-grade students have short attention

spans. Lessons are usually presented on phonics, grammar, and reading strategies.

Stage 1: Desired Results​: What are the learning goals for the lesson?
● Standards​: What are the content or skill standards for this lesson? [e.g., Common Core State Standards]
o RL.1.1: Ask and answer questions about key details in a text.
o RL.1.2: Retell stories, including key details, and demonstrate an understanding of their central message
or lesson.
o RL.1.3: Describe characters, settings, and major events in a story, using key details.
o RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
o RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
o RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
o RF.1.3g: Recognize and read grade-appropriate irregularly spelled words.
o RF.1.4b: Read grade-level text orally and with accuracy, appropriate rate, and expression on successive
readings.

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 o RF.1.4c: Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
o 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.
▪ SL.1.1a: Follow agreed upon rules for discussions.
▪ SL.1.1b: Build on others’ talk in conversations by responding to comments of others through
multiple exchanges.
▪ SL1.1c: Ask questions to clear up any confusion about topics and texts under discussion.
o SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.
o SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
● Objectives​: Students will be able to (SWBAT)…[include the content (what) and method (how) of what students
will learn from the lesson]:
o SWBAT use narrative language (characters, setting) to describe events in a story.
o SWBAT retell a fictional story in sequential order using the words “beginning,” “middle,” and “end.”
o SWBAT read and understand decodable text of appropriate complexity for grade 1.
o SWBAT segment and blend phonemes in one-syllable words.
o SWBAT recognize and read the irregularly spelled word “because”.
o SWBAT to read text with appropriate accuracy, fluency, and expression on successive readings.
o SWBAT plan a retelling in written form and use temporal words to signal event order.

Stage 2: Assessment​: How will students’ learning be assessed ​throughout ​the lesson?
● Formative assessment​(s): If there is a formative assessment, what is it? How is it connected to the content ​and
methods of the aforementioned standards and objectives? What are the accommodations for students with
diverse proficiencies and learning needs?
o Assessments are found within each portion of the lesson plan in bold type.

● Summative assessment​(s): If there is a summative assessment, what is it? How is it connected to the content
​ ethods of the aforementioned standards and objectives? What are the accommodations for students
and m
with diverse proficiencies and learning needs? Is there a grading rubric? What criteria is being used to evaluate
the students’ performances on, above, and below target?
o No summative assessment for this lesson.

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Stage 3: Learning Plan​: How will the lesson be scaffolded so that the instruction is comprehensible and engaging for
all students? What techniques will be used to motivate the students? How will the input and output of the content be
differentiated to accommodate all learners’ needs?
Time Anticipatory Set (teacher directions)​: List the procedures of how you will address: Student Actions​: How will students be
(a) introducing the lesson’s topic/focus, (b) hooking students’ interest, (c) initially engaged in the lesson? What
establishing a context for learning, and/or (d) stating the learning goals/purpose of will students be doing?
the lesson. In addition, how are you activating students’ (various) learning styles?
What classroom management strategies are you employing?

7:55- Students transition from grade school assembly and morning work Students return from grade school
8:00 (stations of the cross #8) to literacy block assembly and finish coloring stations
● Teacher announcement of approximate time left to finish work of the cross at their desks.
and alternative options for finishing (after lunch)

8:00 The teacher rings chime and announces that it is time to begin reading. Students put away morning work.
● Review rules and expectations, if necessary Students chose Daily 5 activity.
● Students make choice for the first round of Daily 5 (Read to Self, Students gather the necessary
Work on Writing, Read to a partner, Listen to Reading, Word materials. Students choose a
Work) comfortable place to work. Students
● Students gather materials and settle in a good working spot. get started right away.
● The teacher announces the names of the first appointments for
reading/writing conferences.
● The teacher begins the timer for 15 minutes.

Time Instruction, Practice & Assessment (teacher directions)​: List the procedures of Student Actions​: How will students be
how you will address: (a) instructing the new content, (b) incorporating a variety of engaged? What will the students be
strategies (i.e., to make the content comprehensible, to engage students, to doing?
involve a variety of learning styles, to accommodate the various learning
proficiency and needs of the students), (c) providing opportunities for students to
apply what they’re learning, (d) engaging students in various ways (e.g., whole
class, small group, partner, individual), and (e) collecting formative feedback on
students’ understanding and progress of the new content. In addition, what
classroom management strategies are you employing?

Daily 5: Round 1 All students will be engaged in

8:00-
The teacher meets with individuals or small groups to practice skills or authentic, compelling, and personally
8:15
reading strategies. interesting reading and writing
● The teacher meets with 1-3 students during 15 minute round. activities. Students will be reading,
● Assessment: ​Students will be individually assessed during and writing, or listening the whole time.
after meeting with the teacher. The teacher will use Students will remain in one spot.
observations, conversations, student self-assessments, and Students will be silent or engaged in
potentially written work to assess student progress. The teacher quiet partner reading/writing.
will record data in the online “Conferring Notebook”. Students will gather and return all
materials to the proper location.
Individuals will meet with teacher to
work on target skills or strategies at
their instructional level.

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 The teacher rings chime (at the end of timer and conferences) signaling
8:15- that students should transition from Daily 5 to carpet for mini-lesson. Students put away materials and move
8:17 ● Students put away any materials. quickly and quietly to the front carpet.
● Students should move to rug.

Assessment: ​The teacher asks students to self-assess their

performance during Daily 5 round 1. Students self-assess by raising fingers
● Students place 1-4 fingers to chest to assess their work and to chest.
focus:
○ 1-did not meet expectations
○ 2-met some, but not most expectations
○ 3-met most, but not all expectations
○ 4-met all expectations
● The teacher asks students to set a goal for improvement for the Students silently set a goal for the next
next round. round.
● Formative Assessment​: The teacher observes self-assessments
and determines if routines and expectations require review.

Mini-Lesson #1: Phonemic Awareness, Spelling, and Irregular Words

8:17-
Objectives:
8:25
● SWBAT read and understand decodable text of appropriate
complexity for grade 1.
● SWBAT segment and blend phonemes in one-syllable words.
● SWBAT recognize and read the irregularly spelled word
“because”.
Standards:
● RF.1.2d: Segment spoken single-syllable words into their
complete sequence of individual sounds (phonemes).
● RF.1.3a: Know the spelling-sound correspondences for common
consonant digraphs.
● RF.1.3g: Recognize and read grade-appropriate irregularly
spelled words.
Procedure:
● The teacher asks students to retrieve a dry erase board. Students retrieve dry erase board and
● The teacher reviews “I can statements” aligned to lesson expo marker quickly and quietly.
objectives: Students
○ I can spell words with our focus sound /oo/
○ I can read the tricky word “because”
● The teacher reviews the focus sound of the week: /oo/ using the
large whiteboard.
● The teacher asks students to write each word she says on their
dry erase board. Students look and listen as teacher
○ The teacher reminds students that the /oo/ sound will says a word, displays fingers to match
appear in each word. sounds, and demonstrates.
○ The teacher asks students to listen to the number of
sounds and look at her fingers to see the number of Students write on individual dry erase
sounds. If needed, they can draw that many lines on the boards.
dry erase board.
○ The teacher repeats the word and students write
phonemes on boards or on lines.

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 ○ The teacher demonstrates first on the whiteboard.
● The teacher dictates: moon, zoom, spoon, spook, zoo, smooth, Students write words on their boards
boots, noon, room, broom (only a few)
● Formative Assessment: ​The teacher circulates while students
are writing and offers positive praise, immediate corrective Students adjust based on feedback
feedback, and makes observations on students who may need
extra help. Students write words on their boards
● The teacher asks students to erase boards Students erase boards

● Introduce “tricky word”: because

○ Show the card and ask for ideas on how to read it Students look at word card and
○ Use visual clues verbalize word and associated action.
○ Explain tricky parts (e, au, se)
○ Review word.
● Ask students to return boards to storage and make their choice Students return boards and gather
for the second round of Daily 5. materials for the next round of Daily 5
● Students make choice for the second round of Daily 5 (Read to
Self, Work on Writing, Read to a partner, Listen to Reading,
Word Work)
● Students gather materials and settle in a good working spot.
● The teacher announces the names of the appointments for
reading/writing conferences.
● The teacher begins the timer for 15 minutes.

8:30- Daily 5: Round 2 All students will be engaged in

8:45 The teacher meets with individuals or small groups to practice skills or authentic, compelling, and personally
reading strategies. interesting reading and writing
Standards: activities. Students will be reading,
● Dependent on the student’s individual needs. writing, or listening the whole time.
Procedure Students will remain in one spot.
● The teacher meets with 1-3 students during 15 minute round. Students will be silent or engaged in
● Assessment: ​Students will be individually assessed during and quiet partner reading/writing.
after meeting with the teacher. The teacher will use Students will gather and return all
observations, conversations, student self-assessments, and materials to the proper location.
potentially written work to assess student progress. The teacher Individuals will meet with teacher to
will record data in the online “Conferring Notebook”. work on target skills or strategies at
their instructional level.

8:45- The teacher rings chime (at the end of timer and conferences) signaling Students put away materials and move
8:47 that students should transition from Daily 5 to carpet for mini-lesson. quickly and quietly to the front carpet.
● Students put away any materials.
● Students should move to rug.

Assessment: ​The teacher asks students to self-assess their

performance during Daily 5 round 1. Students self-assess by raising fingers
● Students place 1-4 fingers to chest to assess their work and to chest.
focus:
○ 1-did not meet expectations
○ 2-met some, but not most expectations
○ 3-met most, but not all expectations
○ 4-met all expectations

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 ● The teacher asks students to set a goal for improvement for the Students silently set a goal for the next
next round. round.
● Formative Assessment​: The teacher observes self-assessments
and determines if routines and expectations require review.

Mini-Lesson #2: Identifying the beginning, middle, and end of a story

(Modeling).
8:50-
Whole Group
9:00
Objectives:
● SWBAT use narrative language (characters, setting) to describe
events in a story.
● SWBAT retell a fictional story in sequential order using the words
“beginning,” “middle,” and “end.”
Standards:
● RL.1.1: Ask and answer questions about key details in a text.
● RL.1.2: Retell stories, including key details, and demonstrate an
understanding of their central message or lesson.
● RL.1.3: Describe characters, settings, and major events in a story,
using key details.
● 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.
○ SL.1.1a: Follow agreed upon rules for discussions.
○ SL.1.1b: Build on others’ talk in conversations by
responding to comments of others through multiple
exchanges.
○ SL1.1c: Ask questions to clear up any confusion about
topics and texts under discussion.
● SL.1.2: Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
● SL.1.4: Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

Procedure:
● Teacher tells students that she is going to read a tale that many
of them may already be familiar with.
○ Review storytime rules
● The teacher reviews “I can statements” aligned to lesson
objectives: Students sit on carpet or at desk.
○ I can retell a story in order using beginning, middle, and Carpet sitting is “criss-cross
end. applesauce, hands in lap, eyes on
○ I can use what I know about characters and setting to book”
retell a story.
● The teacher tells students that she will read the story and then
they will discuss the who (characters), where (setting), and what
(events) Students engage with questions as
● The teacher reads the story aloud, stopping to use think-alouds they come up.
as necessary.
● After completion of the story, the teacher discusses the
questions and models how to think about the elements of the
story

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 ○ The teacher uses the 5-finger method of retelling:
characters, setting, beginning, middle, end.
○ The teacher reminds students that this is called “retelling”
and is important in helping us understand and remember
what we have read.
○ The teacher reminds students to use this strategy when
reading to self. Students give thumb to indicate
self-assessment of understanding.
Assessment: ​At the conclusion of the lesson, the teacher asks for
thumbs up, side thumb, or thumbs down to show if students
understand.

All students will be engaged in

Daily 5: Round 3
9:00- The teacher meets with individuals or small groups to practice skills or
9:15 reading strategies.
● The teacher meets with 1-3 students during 15 minute round.
● Assessment: ​Students will be individually assessed during and
after meeting with the teacher. The teacher will use
observations, conversations, student self-assessments, and
potentially written work to assess student progress. The teacher
will record data in the online “Conferring Notebook”.
authentic, compelling, and personally
interesting reading and writing
activities. Students will be reading,
writing, or listening the whole time.
Students will remain in one spot.
Students will be silent or engaged in
quiet partner reading/writing.
Students will gather and return all
materials to the proper location.
Individuals will meet with teacher to
work on target skills or strategies at
their instructional level.

Students put away materials and move

quickly and quietly to the front carpet.
9:15- The teacher rings chime (at the end of timer and conferences) signaling
9:17 that students should transition from Daily 5 to carpet for mini-lesson.
● Students put away any materials.
● Students should move to rug.

Assessment: ​The teacher asks students to self-assess their Students self-assess by raising fingers
performance during Daily 5 round 1. to chest.
● Students place 1-4 fingers to chest to assess their work and
focus:
○ 1-did not meet expectations
○ 2-met some, but not most expectations
○ 3-met most, but not all expectations
○ 4-met all expectations Students silently set a goal for the next
● The teacher asks students to set a goal for improvement for the round.
next round.
● Formative Assessment​: The teacher observes self-assessments
and determines if routines and expectations require review.

9:17- Mini-Lesson #3: Fluency-Oriented Reading Instruction and Guided

9:28 Practice for Retelling
Objectives:
● SWBAT to read text with appropriate accuracy, fluency, and
expression on successive readings.
● SWBAT plan a retelling in written form and use temporal words
to signal event order.
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 Standards:
● RL.1.10: With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
● RF.1.3g: Recognize and read grade-appropriate irregularly
spelled words.
● RF.1.4b: Read grade-level text orally and with accuracy,
appropriate rate, and expression on successive readings.
● RF.1.4c: Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
● 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.
○ SL.1.1a: Follow agreed-upon rules for discussions.
○ SL.1.1b: Build on others’ talk in conversations by
responding to comments of others through multiple
exchanges.
○ SL1.1c: Ask questions to clear up any confusion about
topics and texts under discussion.
● SL.1.2: Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
● SL.1.4: Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

Procedure:
● The teacher projects the story, “King Log and King Crane.”
● The teacher hands out student copies of the story.
● The teacher reviews “I can statements” aligned to lesson Students listen
objectives:
○ I can read a story fluently.
○ I can retell a story using a graphic organizer.
● The teacher reminds students that they heard and discussed the
story the day before. Students follow along on printed copy
○ Review what is a fable and echo read as a group
○ Ask students to follow along and repeat as a group.
○ Ask students to listen for the who, where, and what in the
story (characters, setting, events) Students raise hand and answer
● The Teacher and students echo read as a group.
○ The teacher reads a line, students echo
● The teacher projects the retelling graphic organizer on the
whiteboard and explains its purpose.
● The teacher asks who remembers the “Name of the Tale”
○ The teacher completes the graphic organizer
● The teacher explains “who” and asks for characters Students raise hand and answer
● The teacher repeats the procedure for the remaining boxes. Students participate as directed

Assessment: ​Observational, conversational. The teacher will make

notes on tracking form to denote students who participate and rate
understanding.

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 Time Summative Assessment & Closure (teacher directions)​: List the procedures of how Student Actions​: How will students be
you will address: (a) assessment of students’ understanding, (b) wrapping up the engaged? What will the students be
lesson (i.e., to give closure and confirm/clarify students’ understanding), and (c) doing?
extending the activity or homework. What classroom management strategies are
you employing?

9:28- Wrap-up:
9:30 ● The teacher thanks students for participating and reminds them
that when they read at home and at school they should use
retelling to help them with comprehension or understanding and
remembering what they’ve read.
● The teacher asks students to place the printed story in their Students put homework in folders and
homework folder and asks that they read it aloud to a prepare for recess and math.
parent/older sibling/another adult for homework and remember
to retell the story afterward.
● The teacher asks students to clear off desks and prepare for
math after recess.

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