Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Barbara Bishop Grade-Level: First Lesson Date: 11/14/22

Title of Lesson: A Frog in the Bog Read- Cooperating Teacher: Lisa Cross
Aloud

Core Components
Subject, Content Area, or Topic
Language Arts: Reading and Writing

Student Population
22 First grade students (13 girls and 9 boys)

Learning Objectives
Students will listen to a fiction story and answer questions about the story.
Students will discuss words from the story such as holler and crater.
Students will identify rhyming words.
Students will retell the story using sequencing.

Virginia Standard(s) of Learning (SOL)

Language/Phonics: 1.1 The student will continue to demonstrate growth in the use of language.
b) Tell and retell stories and events through the use of sequencing.
d) Participate in expressing character traits and story details.

1.4 The student will identify, produce, and manipulate various units of speech sounds within
words.
a) Identify and generate a variety of rhyming words.

Reading: 1.8 The student will read and demonstrate comprehension of a variety of fictional and
non-fictional texts.
b) Ask and answer who, what, where, when, why, and how questions.
e) Identify the main idea or theme of the passage.

Writing: 1.10 The student will be able to write sentences with proper letter formation and
spacing.
1.11 The student will write to communicate ideas for a variety of purposes.
a) Use proper grammar when writing (capital letter and punctuation).
b) Write 3-5 sentences on topic.

Biblical Integration: We should learn to read and write so that we may read God’s Word and tell
others about Him.

Materials/Resources
A Frog in a Bog by Karma Wilson and Joan Rankin
Document camera
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Whiteboard
Dry erase marker
Graphic organizer (title, character, setting, and sequencing sheet)
Pencils

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations
NA

Time
(min.) Process Components
2 min. *Anticipatory Set
TTW show students the book A Frog in a Bog, tell them it is written by Karma Wilson
and Joan Rankin.
TTW ask students what they think the story is about and why?
TTW ask if the book is fiction or nonfiction.
TTW ask what does the word bog mean?
TTW say what can you tell me about the words frog and bog?
1 min. *State the Objectives (grade-level terms)
I can identify the main idea and important details in a nonfiction text.
I can discuss words from the story (holler and crater).
I can identify rhyming words.
I can use a graphic organizer to sequence the story
15 mi *Instructional Input, Modeling, or Procedures
TTW tell students they are going to play a rhyming game.
TTW say two words if the students think the words rhyme, they will stand up if they do
not think the words rhyme, they will sit down.
TTW say frog/log.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 TSW stand up.
TTW ask if anyone can think of another word that rhymes with frog and log?
TSW say bog, dog.
TTW say dog/pig.
TSW sit down.
TTW ask if anyone can think of a word that rhymes with dog?
TSW say frog, log, bog.
TTW ask if anyone can think of a word that rhymes with pig?
TSW say wig, jig, fig, twig.
TTW say tick/stick.
TSW stand up.
TTW ask if anyone can think of another word that rhymes with tick and stick?
TSW say trick, sick, pick, lick, ick.
TTW say snails/tails.
TSW stand up.
TTW ask if anyone can think of another word that rhymes with snails and tails?
TSW say rails, fails trails.
TTW say hog/hen.
TSW sit down.
TTW ask if anyone can think of a word that rhymes with hen?
TSW say pen, ten, den.
TTW ask if anyone can think of a word that rhymes with hog?
TSW say frog, bog, log, dog.
TTW tell students the author uses some amazing words and to listen for the words crater
and holler.
TTW read the book A Frog in a Bog by Karma Wilson and Joan Rankin.
TTW tell students the story is like This is the Meal on My Plate from social studies book
because the action builds up what is it called?
TSW say a cumulative tail.
TTW stop and ask students what the word glug means?
TTW say a hollow gurgling sound.
TTW stop and ask students what the word slink means?
TTW say to move quietly, trying not to be seen.
TTW ask what does the word sludge mean?
TTW say it is another word for mud.
TTW ask what does the word inhales mean?
TTW say it eats greedily or rapidly, fast.
TTW read and right in the middle of his holler, that frog grows a whole lot smaller.
TTW have students repeat the sentence.
TTW and TSW repeat the sentence, and right in the middle of his holler, that frog grows
a whole lot smaller.
TTW ask what does right in the middle of his holler mean?
TSW say in the middle of his scream.
TTW say what other word could we use instead of holler?
TSW say shout, yell, scream, howl, cry out.
TTW ask why do you think the author used the word holler?
TSW because it rhymes with smaller.
TTW read and the frog sees claws and a big set of jaws, and a mouth like a crater.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 TTW tell students to say crater.
TTW point to mouth like a crater and ask what is a crater?
TTW tell students it is a hole in the ground shaped like a bowl.
TTW show students pictures of craters.
TTW tell student to turn to a partner (think pair share instructional strategy) and talk
about how a mouth can be like a crater.
TTW ask students to share what they talked about.
TTW ask students what the word romps means?
TTW say playing energetically.
5 min. *Check for Understanding
TTW note students’ responses when answering the teacher’s questions and playing the
rhyming game.
*Guided Practice
TTW have the paper passer give every student a sequencing graphic organizer and tell
students to put their name and number at the top.
TTW will put the sequencing graphic organizer under the document camera so students
can see it on the white board.
TTW tell students they are going to retell the story by sequencing what happened.
TTW ask students what is the title of the book?
TSW say A Frog in a Bog.
TTW write A Frog in a Bog on the top next to the word title and have students do the
same.
TTW ask students who were the characters in the story?
TSW say one a frog, one tick, two fleas, three flies, four slugs, five snails, and an
alligator.
TTW write the charters in the character box and have students do the same.
TTW ask what is a setting?
TSW say where the story takes place.
TTW ask what is the setting in the story?
TSW say in a bog.
TTW write in a bog in the setting box and have students do the same.
TTW ask what did the frog eat first and how many?
TSW say one tick.
TTW write: The fog ate one tick in the First box and have students do the same.
TTW ask what did the frog eat second and how many?
TSW say two fleas.
TTW write: The fog ate two fleas in the Second box and have students do the same.
TTW ask what did the frog eat third and how many?
TSW say three flies.
TTW write: The fog ate three flies in the Third box and have students do the same.
TTW ask what did the frog eat next and how many?
TSW say four slugs.
TTW write: The fog ate four slugs in the Next box and have students do the same.
TTW ask then what did the frog eat and how many?
TSW say five snails.
TTW write: The fog ate five snails in the Then box and have students do the same.
TTW ask what happened last? What was the log? What did the bugs do?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 TSW say the log was an alligator, and the bugs crawled out when the frog screamed
gator.
TTW write: The bugs crawled out when the frog screamed gator in the last box and have
students do the same.
TTW tell students to put their paper in the reading basket when they are finished.
*Independent Practice

Assessment

*Closure
2 min. TTW ask what do the bugs do at the end of the story?
TSW say they stayed away from the frog.
TTW ask what does the frog do at the end of the story?
TSW never sit on a half sunken log.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Classroom Management Strategies (To ensure a positive learning environment).

TTW use attention signals if needed (instructional strategy):
TTW say 1-2-3- eyes on me.
TTW make a peace sign with her fingers and hold them in the air if the students get too noisy.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

The lesson went well. The students were engaged and attentive when I was reading the story.
They did a great job with the rhyming activity. They all correctly identified the rhyming words
and gave me additional words that rhyme. They were able to identify the characters, setting, and
retell the story using the graphic organizer. It did take some students a long time to write all the
sentences in the graphic organizer. I did have to use attention signals to get the students back on
track when they got too noisy.
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Reflection

The lesson was on the story of The Frog in a Bog. The story rhymed, so to engage students

and meet the language arts standard 1.4 the student will identify, produce, and manipulate various

units of speech sounds within words. a) Identify and generate a variety of rhyming words, I chose to

have students paly a rhyming game. I gave students two words; if the words rhymed, they had to

stand up, if they did not rhyme, they sat down. This activity went well because it got students

moving and they all met the objective of identifying rhyming words. They were even able to give

me additional rhyming words for each word I gave them. According to Larry Ferlazzo, “One of the

most effective (and free) ways to improve attitudes, increase retention, and improve student focus is

to lead students in simple movement activities” (2021). As I was reading the story, I stopped at any

word I thought the students might not know. For example, bog, slink, sludge, glug, crater, and

romps. I made sure to take the time to stop and explain the word’s meaning because I did not do that

in my previous read aloud lesson. This was helpful because some students did not know the

meaning of some of the words such as sludge and crater. I showed the students a picture of a crater

after explaining that a crater was a hole in the ground shaped like a bowl. I showed the students

pictures of craters to help them understand what a crater was and I used the instructional strategy of

having students turn to a partner and talk about how they think the alligator’s mouth was like a

crater. After reading the story, I had my “paper passer” provide each student with a graphic

organizer. “Classroom jobs—or classroom chores—are a win-win for teachers and students. They

keep the classroom running smoothly. Plus, classroom jobs teach responsibility and teamwork”

(Ivory, 2022). I chose to use a graphic organizer to help the students retell the story in sequential

order and to meet the language arts standard 1.1 The student will continue to demonstrate growth in

the use of language: b) Tell and retell stories and events through the use of sequencing. d)

Participate in expressing character traits and story details. The graphic organizer also included the

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
characters and setting. I was surprised by how well the students retained the information in order to

retell the story. “Careful design, creation, and use of graphic organizers can provide important

intellectual guardrails to guide students toward deeper understanding and learning” (Wise &

Cooper, 2019). I met the objectives. The students could identify rhyming words, answer questions

about the story correctly, and retell the story using sequencing.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 References

Ferlazzo, L. (2021). Eight ways to use movement in Teaching & Learning (opinion). Education

Week. Retrieved from, https://www.edweek.org/teaching-learning/opinion-eight-ways-to-

use-movement-in-teaching-learning/2020/07 

Ivory, A. (2022). Classroom jobs for elementary students. Houghton Mifflin Harcourt. Retrieved

from, https://www.hmhco.com/blog/classroom-jobs-for-elementary-students 

Wise, M., & Cooper, C. (2019). Increasing the value of graphic organizers. Edutopia. Retrieved

from, https://www.edutopia.org/article/increasing-value-graphic-organizers 

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021