GCU College of Education

Section 1: Lesson Preparation

Teacher Candidate Jacqueline Medina
Name:

Grade Level: First Grade

Date: April 4, 2022

Unit/Subject: Reading and Writing

Instructional Plan Title: Sequencing : Beginning, Middle, End

Lesson Summary and Students will listen to the story Little Red Riding Hood. After completing
Focus: the narrative, students will form groups to work on determining the story's
beginning, middle, and end. Students will have the opportunity to write
about the narrative in their writing notebooks and draw pictures that
correspond to the plot in teams.
Classroom and Student There is just a single student in the class who has a speech IEP. There
Factors/Grouping: are only ten children in the classroom setting since the students are in a
mixed learning stage. Whenever it's the ideal opportunity for students to
break into their group gatherings, they'll be separated into five pairings.

National/State Learning CCSS.ELA-LITERACY.RL.K.3: Recognize characters, settings, and

Standards: significant moments in a tale using questioning and guidance.
CCSS.ELA-LITERACY.RL.K.2: Retell tale with questioning and
guidance, emphasizing crucial details.
CCSS.ELA-LITERACY.W.K.3 Use a blend of sketching, reciting, plus
writing to describe a specific incident or a series of interrelated
happenings, telling about them in the sequence that they happened and
providing a reaction to what transpired.

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GCU College of Education

Specific Learning Learning objectives are designed to identify what the teacher intends to
Target(s)/Objectives: measure in learning. These must be aligned with the standards.
Through writing, sketching, and performing, students should be able to
portray the story of Little Red Riding Hood.
Students should clearly describe what happened in the beginning,
middle, and end of Little Red Riding Hood.
Given a story book, students should be able to read and write about the
events that happen in the book independently.

Academic Language  Author

 Title Page
 Punctuation
 Describe
 Spelling
 Pronunciation
 Opinion
 Main topic

These terms will be taught by having students give examples of what

they think this word means in the context of reading and writing. Then
they will turn and talk about the many ways this terms can be used and
their meanings.

Resources, Materials, Age appropriate book

Equipment, and Pencil
Technology: Paper
Chart paper
Cards
Poster board

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education

Section 2: Instructional Planning

Anticipatory Set Time

Needed
Ask if anyone has heard the story Little Red Riding Hood. If anyone has, ask them if 10
they can tell the class what happened in the story. minutes
Afterwards, help students understand what a narrative is by defining it as a record of
events that are connected within a story.

 I will begin the lesson by asking the students if they have listened to a story
before.

 Then I will show the students the physical copy allowing students to make the
connection of the book to the lesson.

Multiple Means of Representation Time

Needed
Read Little Red Riding Hood and have students pay close attention to the events that 25 min.
happen in the beginning, middle, and end.
 I will use a Little Red Riding Hood Big Book so that students can clearly see the
illustrations in the story.
 I will use index cards that have the vocabulary terms on them.
 I will use chart paper to write the definitions of the vocabulary terms.
Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL): For my ELLs we will use the pictures of
vocabulary words to help them work on sounding them out. I will then let them
write something about the words in relation to the context of the book.

 Students with special needs: These students will work with the teacher or
teacher’s aide to create their drawings and writings depending on their learning
needs.

 Students with gifted abilities: These students will be encouraged to work with
their counterpart classmates in groups.

 Early finishers: For guided reading and writing, there shall be no students to
finish earlier than their classmates.

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education

Multiple Means of Engagement Time

Needed
Before sharing their drawings and writings, students will be broken up into center 15-20
groups. min
Center 1: Cut and paste story line.
Center 2: Puppet show
Center 3: Small group with teacher
Center 4: Art
Students spend 5 minutes in each center, rotating when the timer goes off.
 In center 1 students will have pictures from the story and have to place them in the
order that they occurred.
 In center 2 students will use the materials that they find and act out scenes from the
story.
 In center 3 students will work with the teacher to read parts of the story using their
own books. They will practice both reading aloud and following along while their
peers are reading. The teacher will work with each student on their individual
writings according to their needs.
 In center 4 students will take the writings that they did with the teacher and draw a
picture to go along with it, giving a visual aid to whatever, they wrote.
Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL): These students will be placed in a group with
student helpers that can understand and support them through.

 Students with special needs: They will work in a teacher centered group whether
with myself or teacher assistant at a more accommodative pace.

 Students with gifted abilities: for students with gifted abilities, I will have them
read through the book and ask them to write down what they found captivating.

 Early finishers : This will be a group activity and therefore no student will finish
earlier than others.

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education

Multiple Means of Expression Time

Needed
10 min
After center rotation is complete, students will return to their sitting positions. They will
then present their drawings from their earlier groups to the class.
 Students will complete a one-paragraph reflection summary of what they got from
the story. Students will be tasked with writing the reflections in coherent sentences,
with proper punctuation and spelling, and to illustrate their comprehension by using
an instance from the book.
 Each student will take a turn and say something about the picture that they worked
together to draw telling what they thought happened in their section of the story. The
students who wrote in their journals will read parts of their writing to the class.
After each group has presented, students will answer thumbs up and thumbs down
questions to show knowledge of the events that occurred in the story.

Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL): These students will be called second in their
group to discuss their picture so that they are able to use some of the phrases
that the student before them used in their sentences.

 Students with special needs: Depending on their abilities they will present with
their group what they have drawn and talk about their part of the story.

 Students with gifted abilities: These students will answer more detailed questions
in their presentation.

 Early finishers (those students who finish early and may need additional
resources/support): These students will sit and listen to the other groups

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GCU College of Education

Extension Activity and/or Homework Time

Needed
Students will pick a story book from the library and take it home with them. They will 10-15
complete a storyline of the events and return to school the next day. min

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