Lesson Plan Template With Descriptors EDU 3224

                                               
Grade Level/Content Area Teacher Candidate Date
Name
First Grade – Ashley Ruggerio October 27th, 2020
Reading/Language Arts
Content Area Standards (InTASC 4; InTASC 7)
MI.CC.RL.1. Reading Standards for Literature
Key Ideas and Details
RL.1.3. Describe characters, settings, and major events in a story, using key details.

Learning Outcomes InTASC 1; InTASC 7)

Students will use the Braidy organizer to identify all of the parts in the story “The Fierce Yellow
Pumpkin” by Margaret Wise Brown. This should be done correctly and accurately as the students
have practiced identifying all of the parts in a story.
Important Concepts for the Lesson (InTASC 4; InTASC 7)
Students will identify the parts of a story by using the Braidy organizer. Students will accurately identify the
character(s), setting, kick off (what happened), feeling, and wrap up in the story “The Fierce Yellow
Pumpkin” by Margaret Wise Brown
Higher Order Thinking Skills (Revised Bloom’s)
Remembering: Students recalling the parts of the story in order to fill out the Braidy Organizer
Understanding: Students listening to the story will already be thinking about the different parts in the story,
like understanding who the characters are and ow they’re feeling.
Applying: Students will apply their knowledge with the Braidy organizer when identifying the parts in a story.
Analyzing:
Creating:
Not all of the Higher Order Thinking Skills will be covered in each lesson.
Essential Prior Knowledge for New Learning (InTASC 4; InTASC 7)
Students are already familiar with the Braidy organizer and how to use it to identify the parts in a story.
Students will be able to use the Braidy images to remember the parts of a story so they can independently
identify them.
Flexible and Responsive Instruction (InTASC 1; InTASC 2; InTASC 7)
Special Needs:
Students who need more help can either verbally identify the parts in a story (either to the teacher or to
a partner during sharing time), or choose 3 out of the 5 parts to identify on their own (more for students who
take a long time writing or have a hard time with it)
Advanced Students:
For advanced students, students can illustrate the parts of a story along with writing them. This will
expand their thinking and challenge them more without having a whole extra extended lesson for them that
makes other students feel behind or left out.

Provisions for Inclusiveness: (e.g.,. cultural, ethnic, gender, learning differences)

Some cultures do not carve pumpkins for Halloween or celebrate Halloween, so before the lesson
begins we will talk about how Halloween is celebrated and how some people carve pumpkins.
Instructional Procedures (InTASC 4; InTASC 5; InTASC 6; InTASC 7; InTASC 8)
Review:
We will begin the lesson by going over the images of the Braidy organizer, asking students to identify them
by a show of hands. This will begin the review how to identify the parts in a story.
Anticipatory Set:
The hook of the lesson will be asking students (by a show of hands) who celebrates Halloween and who
carves pumpkins at home with their family. I will also ask a few of them to describe what
the perfect pumpkin looks like to them.
 Curriculum-Framing Questions
  Essential Question What does the perfect pumpkin look like to you?
  Unit Questions How can you identify the setting in a story?
How can you tell what the feeling is in a story?
How does a story usually end?
  Content Questions What are the parts of a story?
How can you find the parts of a story?
Assessment Summary
Formative assessment is a full attempt made and turned in identifying the parts of a story. A 3 will be
complete and accurate (with multiple interpretations possible), 2 will be an attempt made but not completed,
and a 1 will be no attempt made but was present for the lesson and listened to the story.
Summative assessment will be credit for all students who fully participate without interrupting or distracting
others.

Lesson Timeline

Start of the Lesson Mid-Lesson Activities End of Lesson Activities

We will begin with the question
“Who carves pumpkins for
Halloween at home with their
family?” (students will raise
hands). Next, I will ask for
volunteers to tell me what the
perfect pumpkin would look
like to them. Next, we will
review the parts of a story
with the Braidy organizer and
images. Finally, I will tell the
students what story I will be
reading to them today and
what the activity will be.
I will read the book “The
Fierce Yellow Pumpkin” by
Margaret Wise Brown to the
students. Then, students will
use the Braidy organizer to
identify the parts of the
story. I will walk around and
assist students as needed.
Students will walk around the
classroom when they are
finished and will stop when told
to. The students closest to them
will be their sharing partner, and
students will share the parts of
the story in order with their
partners.

Technology – Hardware

Projector and computer for students to view the book.

Technology – Software

PowerPoint will be used for pages of the book to be projected on the board, because of
Covid, so all students can see the pictures from their spread-out places in the classroom.

Printed Materials Braidy Organizer is attached

Projector, Book “The Fierce Yellow Pumpkin” by Margaret Wise Brown, copies
Supplies of graphic organizer, pencils.
Internet https://mindwingconcepts.com/pages/methodology
Resources