GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

Name:  Cailey Shimko   Date:  11/21/22

Course:  EDU 321   Grade Level:  1st 

Topic and General Goal

Group 1 – Reading with expression

Group 2 – Double Letters in words

Group 3 – Reading with expression

Reference to PA or Common Core Standards

Group 1 –

 Standard - CC.1.1.1.E: Read with accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

Group 2 –

 Standard - CC.1.1.1.D: Know and apply grade-level phonics and word analysis skills in
decoding words.

Group 3 –

 Standard - CC.1.1.1.E: Read with accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

Lesson Objectives –

Group 1 –

 Students will be able to read text with expression

Group 2 –

 Students will be able to recognize and pronounce words with double letters
Group 3 –

 Students will be able to read text with expression 

Materials

 On grade level book – “Biscuit’s New Trick” (2) by Alyssa Capucilli

 Below level book – “Dragon Egg” (1) by Mallory Loehr
 Above level book – “Tink’s Treasure Hunt” (3) by Melissa Lagonegro
 Graphic organizer for each book
 Pencil

Lesson Development:

Small Group #1—on grade level group

 Introduce the text:

o Have students look at the cover of their book and have them read the title out loud
o Ask: Who is the author?
 Alyssa Capucilli
o Have the students answer the question
o Ask: What does the author do?
 Write the book
o Discuss with the group
o Ask who is the illustrator?
 Pat Schories
o Have the students answer the question
o Ask: What does the illustrator do?
 Draws the pictures
o Discuss with the class
o Tell the students to take a minute and look at the cover and the illustrations in the
book and come up with an idea of what the book is about
o Ask: What do you guys think the book is about?
o Discuss with the class
 Read the text
 o Say to the students we are going to be working on reading with expression, so
while we are reading make sure you focus on the punctuation marks in the text.
We also will be echo reading, so once a read a sentence then you will read it too.
Try and read it like I do.
o Start on page 5 and read one sentence at a time. After every sentence you read,
pause and allow the students to read it back to you. Listen carefully to the students
while they read.
o Stop on page 7 and Ask: What punctuation mark is in the last sentence?
 Question mark
o Discuss the answer with the group
o Ask: since there is a question mark in the sentence, how should we read the
sentence?
 Raise your voice at the end of the question
o Discuss the answer with the group
o Continue reading the book using echo reading
 Discussion:
o Ask: What is the book about?
 A girl trying to teach her dog a new trick
o Discuss with the class
o Ask: Who has a pet that they taught a new trick?
o Discuss with the class
o Ask: What trick did she teach Biscuit, and could Biscuit complete the trick?
 Fetch, and yes
o Discuss with the class
 Revisiting:
o Give the students the expression graphic organizer. The students need to go back
into the text and find different emotions that the graphic organizer asks for. Once
they find that emotion in the text, they will write the sentence on the graphic
organizer and write why they know it is that emotion. The teacher and the
students will go through each emotion on the graphic organizer and find it in the
book together and talk about it.

Small Group #2—below grade-level group with a leveled text

 Introduce the text:
o Have students look at the cover of their book and have them read the title out loud
o Ask: Who is the author? (Right there)
 Mallory Loehr
o Have the students answer the question
o Ask: What does the author do? (On my own)
 Write the book
o Discuss with the group
o Ask who is the illustrator? (Right there)
 Hala Wittwer
o Have the students answer the question
o Ask: What does the illustrator do? (On my own)
 Draws the pictures
o Discuss with the class
o Tell the students to take a minute and look at the cover and the illustrations in the
book and come up with an idea of what the book is about
o Ask: What do you guys think the book is about?
o Discuss with the class
o Have the students look at the different words in the book and Ask: Do you notice
anything about some of the words in the book? (Author and me)
 They have double letters
o Discuss with the class and explain how this book focuses on words with double
letters. Have the students flip to page five and look at the word “egg”. Talk about
how the word has a double “g”. Discuss how the double “g” turns the “e” from a
long to a short vowel sound. Look through the book and look at a few other words
that have a double letter.
 Read the text
o Start on page 5 and read one sentence at a time. After every sentence you read,
pause and allow the students to read it back to you. Listen carefully to the students
while they read.
 Discussion:
o Ask: What is the book about? (Think and search)
 An egg falling out of its nest, and it goes on a journey to get back home
 o Discuss with the class
o Ask: Where did the egg go when it rolled out of the nest? (Right there)
 Out of the cave, down a hill
o Discuss with the class
 Revisiting:
o Students will be given a piece of paper with different words with double letters in
them. Together as a group, we will go into the book, find the word, and come up
with a definition for the word. They will write it on their paper.

3. Small Group #3—above grade-level group with a leveled text

 Introduce the text:

o Have students look at the cover of their book and have them read the title out loud
o Ask: Who is the author? (Right there)
 Melissa Lagonegro
o Have the students answer the question
o Ask: What does the author do? (On my own)
 Writes the book
o Discuss with the group
o Ask who is the illustrator? (Right there)
 Denise Shimabukuro
o Have the students answer the question
o Ask: What does the illustrator do? (On my own)
 Draws the pictures
o Discuss with the class
o Tell the students to take a minute and look at the cover and the illustrations in the
book and come up with an idea of what the book is about
o Ask: What do you guys think the book is about? (On my own)
o Discuss with the class
 Read the text
o Say to the students we are going to be working on reading with expression, so
while we are reading make sure you focus on the punctuation marks in the text.
 We also will be echo reading, so once a read a sentence then you will read it too.
Try and read it like I do.
o Start on page 3 and read one sentence at a time. After every sentence you read,
pause and allow the students to read it back to you. Listen carefully to the students
while they read.
 Discussion:
o What was your favorite part of the book? (On my own)
o Discuss with the class
o Why did Tinkerbell go on this adventure? (Think and search)
 To find moonstone
o Discuss with the class
 Revisiting:
o Give the students the expression graphic organizer. The students need to go back
into the text and find different emotions that the graphic organizer asks for. Once
they find that emotion in the text, they will write the sentence on the graphic
organizer and write why they know it is that emotion.

Evidence of Differentiated Instruction

 Content – Each group will be assigned a different book based on academic level 

Assessment/Evaluation—

For each group I will listen to the discussion and to the students reading. I will make note of who is
understanding the information, and who might need more practice

Modifications and/or Accommodations—

Modification – Group 1 and 3 are working on reading with expression, but group two are working
on how to pronounce specific words because they are the below average group.

Accommodation – Group 1 and 3 have the same worksheet, but group one will go through it step by
step with the teacher to receive help. Group 3 will complete it by themselves.