Name: Abbie Manges Date: 11/23/21

Subject: ELA Time: 9:00-12:00

Standard Objectives Materials Procedure Assessment
Nash 9:00-10:00 Aivery, Lana, Jackson,

CC.1.2.1.C TSWBAT “The Great 1. T reviews “The Great Turkey Race.” Sequence the events in
Describe the sequence the Turkey the story:
connection 2. T asks S questions to reflect on story, flipping T will informally assess
events in the Race” through illustrations for S to see.
between two S ability to accurately
individual, story.
Sequencing 3. T guides S to complete the sequencing sequence the events by
events, ideas, TSWBAT create page observing during the
or pieces of worksheet. period and reviewing
information in an obstacle
Cardstock/ 4. T introduces the STEM project. their completed
a text. course using the worksheets.
paper
materials 5. T allows S time to complete.
pieces Create an obstacle
provided.
course:
Glue sticks
T will informally assess
S ability to create an
obstacle course by
Nate, Layla

observing during the

period.
10:00-11:00 Mason, Wesley,

CC.1.2.1.C TSWBAT “The Great 1. T reviews “The Great Turkey Race.” Sequence the events in
Describe the sequence the Turkey the story:
connection 2. T asks S questions to reflect on story, flipping T will informally assess
events in the Race” through illustrations for S to see.
between two S ability to accurately
individual, story.
Sequencing 3. T guides S to complete the sequencing sequence the events by
events, ideas, TSWBAT create page observing during the
or pieces of worksheet. period and reviewing
information in an obstacle
Cardstock/ 4. T introduces the STEM project. their completed
a text. course using the worksheets.
 materials paper 5. T allows S time to complete. Create an obstacle
provided. pieces course:
T will informally assess
Glue sticks S ability to create an
obstacle course by
observing during the
period.

CC.1.2.1.C TSWBAT “The Great 1. T reviews “The Great Turkey Race.” Sequence the events in
Describe the sequence the Turkey the story:
Cooper, Maddox 11:00-12:00

connection 2. T asks S questions to reflect on story, flipping T will informally assess

events in the Race” through illustrations for S to see.
between two S ability to accurately
individual, story.
Sequencing 3. T guides S to complete the sequencing sequence the events by
events, ideas, TSWBAT create page observing during the
or pieces of worksheet. period and reviewing
information in an obstacle
Cardstock/ 4. T introduces the STEM project. their completed
a text. course using the worksheets.
paper
materials 5. T allows S time to complete.
pieces Create an obstacle
provided.
course:
Glue sticks
T will informally assess
S ability to create an
obstacle course by
observing during the
period.
2:30 Liam, Bryson 2:00-

CC.1.2.1.B TSWBAT match Letter 1. T introduces the focus sight words for the week. Match the letter with its
Ask and answer the letter with its game sound:
questions about 2. T guides S in doing the missing letter, mix and T will formally evaluate
sound. fix, table writing, and independent writing
key details in a Sight word S ability to match letters
text. TSWBAT cards procedures with the sight words. and sounds by
accurately read monitoring their
CC.1.4.1.R Letter 3. T leads S in letter game. progress with probes on
Demonstrate a and write high
blocks Friday’s.
grade- frequency words
appropriate from the Pre- Whiteboard Read and write high
command of frequency words:
 the conventions Primer word list. T will formally evaluate
of standard S ability to read and
English write the sight words
grammar, during progress
usage, monitoring on Friday’s.
capitalization,
punctuation,
and spelling.

Self-Evaluation:

Because of the short week prior to Thanksgiving break, the lesson was a continuation of “The Great Turkey Race” activities
from the day prior. We started by reviewing the story through discussion, and then we completed a sequencing activity to order the
events of the competition from the book. After the first group, I realized the students needed more help understanding the
sequencing reading strategy prior to using it to retell the events. Therefore, with the second and third groups, I conducted a
minilesson on sequencing, using one students’ example of their daily routine to demonstrate how to order the events in a specific
time. This proved beneficial for the students to practice and then transfer the knowledge to the story. The students were successful
with ordering the events from the story, and I encouraged them to look back in the story to confirm their ideas.

I was eager to integrate the STEAM activity with the reading lesson. Bouncing off of the obstacle course from the story, I
provided materials for the students to make their own obstacle course out of paper and glue. In an effort to model and guide
students in their creations, I made a simple model the day before, showing four different ways to manipulate the paper. With the 1 st
grade boys, I needed to give feedback and support to prompt them to choose various strategies for gluing the paper and
constructing the obstacles. Some of the students simply wanted to glue the paper to the original page. The second-grade students
were significantly more independent, choosing a wide range of ways to develop the course. The students were thrilled to have the
opportunity to engage with the materials.