Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Chantel Mehlhaff & Bailey Hammrich

Grade Level: 1st Grade
Subject: Language Arts/Reading/Writing
Date: 3/3/2021
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.

CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
feelings.

CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation. 
List the Rationale (cite theories or theorists):

Albert Bandura was known as an educational theorist for the Social Learning Theory. He believed that
students should have a model to look up to during lessons. In society, children are surrounded by many
influential models, such as parents, peers, and teachers at school. Therefore these models provide
examples of great behaviors to obtain in the classroom. Individuals learn by observing other peers or
teachers. Bandura believes that humans are active information processors and thinks about the
relationship between their behavior and its consequences.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to follow step-by-step instructions on how to draw a pig and then they will write a
complete sentence about a pig. After the students write their sentence they can move on to tracing and
coloring their pig.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

It is important for first grade students to continually build and work on their writing and reading
comprehension skills. Comprehension, reading, and writing are important lifelong skills that needs to be
continually developed throughout school. Reading and writing activities go hand in hand and both improve
comprehension and understanding of new information.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

Gender Ratio: 6 boys + 8 girls = 14 students

Ethnicities: 2 African American students, 1 Asian student, and 11 white students
Special Needs: 1 student is in the classroom at the time of lesson (2 in the class)

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

 Student A is in high needs Special Education and is an English Language Learner therefore, the
student will receive help from a paraprofessional within the general education classroom.
 There is a variety high and low levels of learning in the classroom.

List the materials/resources you will need to teach the lesson.

 Pre and Post Assessment sheet

 “Pigs” book by Quinn M. Arnold
 Directed Drawing sheet
 White board and marker
 Pencils
 Crayons
 Black markers

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

There will be no technology used for this lesson.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

 Student A will receive assistance from a paraprofessional during the lesson.

 Student B may need some accommodations, such as some drawing help with step-by-step drawing
and a sentence starter for the complete sentence about a pig.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

The students are going to be given a sheet about pigs that they are going to fill out. The sheet has
questions and two options to choose from, only one being the right answer. Students are going to circle
the choice they think is correct. The questions on the sheet include:
 All pigs have big ears or small ears?
 Most pigs have a straight tail or curly tail?
 Pigs like to eat corn/grain or grass?
 What is a mother pig called a sow or hog?
 What is the pigs nose called a sniffer or snout?
- This is a picture of the worksheet. *Attached on the bottom of lesson as well.

This is going to show us what the students already know about pigs.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
Pre-Assessment Chart Results:

Pre-Assesment Results
5
Number of Questions Answered Correctly

4
4

3 3 3 3 3 3
3

2 2 2 2 2
2

1
1

0
lle S
er
y tt G lla en yjah er sy
n
in
e sa es
ie so
n
Av ya n be yd yd er er lys Jam
Br W so a a N R h A
J ax Ja
x Is B r
Em Kat

Names of Students in First Grade

 All 14 students were able

to complete the 5 Pre-Assessment question sheet. All students got at least one question right and
 none of them got all 5 right.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

To maintain classroom management we will be using the attention getter “eyes on who?” and the students
will respond with “eyes on you” as they have been practicing throughout the year. We will also use the
5,4,3,2,1 chant if the students are not on task.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

 We will start the lesson by reading the book “Pigs” by Quinn M. Arnold out loud to the class.
 While reading the book we are going to ask students questions about the important parts that are
on the Pre and Post Assessments to guide the students throughout the reading.
- What kind of ears do pigs have? Pigs have large ears.
- Most pigs have what kind of tails? Pigs have curly tails.
- Pigs like to eat what? Pigs like to eat grain and corn.
- What is a mother pig called? A mother pig is called a sow.
- What is the pigs nose called? The pigs nose is called a snout.
 After we are done reading the book, we are going to hand out the Directed Drawing sheet that
looks like this. *Attached on the bottom of lesson as well.

 When all the students have their sheet, we are going to move on to the “we do” section in our
lesson.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
 We are going to do a step-by-step directed drawing with the class.
 “Can anyone guess what animal we are going to be drawing?”
 We are going to be drawing a pig.
 - This is what we are going to be following for the directed drawing activity. *Attached on the
bottom of lesson as well.

 In the first half of the directed drawing, teacher 1 will present the beginning of the drawing.
Teacher 2 will then complete the second half of the directed drawing lesson.
 First, teacher 1 is going to draw a big circle on the white board for all students to see. Then the
students will be able to do the same on their sheet of paper that is given.
 Next, we are going to draw a half circle which looks like a rainbow on the bottom half of the circle
drawn (models on the board).
 In the half circle we are going to draw two small zeros (models on the board).
 Next, we will draw two eyes (models on the board).
 Finally to finish the pigs head, we will create ears by drawing two big upside down Vs (models on
the board).
 Teacher 2 is now going to direct the students on how to draw the rest of the directed drawing.
 First, we will begin drawing the body by starting with a big rounded W under the head of the pig
(models on the board).
 After the body is complete we will make hooves by drawing two small W’s under the body (models
on the board).
 The next step will be to make the back legs, by doing this I will tell the students to make a J on the
right side and to mirror it on the other side (models on the board).
 After we make the back tegs, will are going to make one small v on the right bottom back leg. Then
another small v on the left bottom back leg to add the back hooves. (models on the board).
 The final step of the pig, is to make a curly tail which will come off of the left back leg (models on
the board).
 Throughout the steps the teachers will make sure all students are given the right amount of time to
keep up with the directed draw.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
 Students are then going to write a complete sentence about their pig on the lines given below.
- Students will have a choice of what they write about the pig. Such as if they write “My pigs
name is Chloe,” or if they say “My pig has a curly tail.”
 Students will then be able to trace their pig with a black marker.
 Once the students have completed their sentence and have traced their pig they then will be able
to color their drawing with crayons.
  When the students have completed all of those steps, they then can work on something else
quietly until everyone else is done.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
The teachers and the students will then wrap up the lesson by going over what they have learned about
pigs. The teachers will then ask the students to share their sentence that they created to the class
voluntarily.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

We are going to give the students the same sheet about pigs we did for the Pre-Assessment. We are going
to measure what the students learned after they have heard the book read to them and by doing the
activity.
*Attached on the bottom of lesson as well.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Post Assessment Chart Results:

Pre and Post Assesment Results

5
Numbers of Questions Answered Correctly

0
lle S y tt G la en h r n e sa es
ie n er ya on el yd ja de sy rin ys
Br so Av W ax ab a Ny Ry er e Al Ja
m
J ax J Is Br Em th
Ka

Names of Students in First Grade

Pre-Assesment Series 3

 Jaxon G was absent that is why there is no green Post Assessment for him.
 All 14 students showed improvement on the Post Assessment from the Pre-Assessment after
reading and answering questions about the book together.
 7 students got all 5 questions correct.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Overall, we think the lesson went well. The group of students that we did our lesson with participated
throughout and showed great improvement. After watching the video of us teaching this lesson, we
thought that our lesson could have been wrapped up differently. At the end of our lesson, we should have
told the students to put away their materials into their desks and their directed drawing into their
mailbox’s. This would have concluded our lesson by letting the students know they need to get ready to
move onto the next lesson the teacher had for them.
For the most part, we really enjoyed giving this lesson to this group of students. Our cooperating
teacher informed us about this directed drawing that her class sometimes does. Hence, we thought of
including it into our lesson after observing the teacher perform it. The students seemed to improve
tremendously from the lesson. It also seemed like each student enjoyed it and had fun just like we did.

Name: _________________________________
Circle the best answer

1. All pigs have? Big Ears Small Ears

2. Most pigs have? Curly Tail Straight Tail

3. Pigs like to eat? Corn/Grain Grass

4. What is a mother pig called? Hog Sow

5. What is the pigs nose called? Sniffer Snout

Finished Directed Drawing and completed sentence example.