Fall Leaves Fall Lesson Plan

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Katie Goetz
Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 11/09
Part 1: Lesson Content

Title of Lesson
Fall Leaves Fall
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to the interests and cultural backgrounds of my students because the students are
(supervisors) able to write about what their favorite fall thing is. Students are able to write about what they are
interested in related to fall, which connects back to the students personally. In addition to that, instead of
acknowledging holidays like Halloween, Thanksgiving, and Christmas, this activity only focuses on the
season of autumn, so students who might not celebrate holidays due to their cultural backgrounds will
not feel excluded.
How does this lesson connect to/reflect the local community?

This lesson connects to and reflects the local community because it is currently fall right now, so the
students are experiencing this season all around them. The book that I will be reading to the students
discusses things that are experienced within the season of fall, all of which reflect things that the
students may have experienced within their local community. While reading the book, students will be
able to share out what fall things they’ve experienced in their community, and they will be able to write
about it as well, demonstrating how they can connect this lesson to their community.
What Standards (national or ELA.1.F.1.1 – Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of
state) relate to this lesson? books.
(You should include ALL applicable ELA.1.R.1.1 – Identify and describe the main story elements in a story.
standards.) ELA.1.C.1.1 – Print all upper- and lowercase letters.
ELA.1.C.1.3 – Write opinions about a topic or text with at least one supporting reason from a source and
a sense of closure.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning
course) ELA.K.F.1.1 – Demonstrate knowledge of the basic concepts of print.
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz
ELA.K.R.1.1 – Describe the main character(s), setting, and important events in a story.
ELA.K.C.1.1 – Print many upper- and lowercase letters.
ELA.K.C.1.3 – Using a combination of drawing, dictating, and/or writing, express opinions about a topic
or text with at least one supporting reason.
When tracing this standard to the previous grade level, students are being exposed to the foundational
skills that they will then begin to build upon once they read first grade. Students are expected to have
some knowledge of the basic concepts of print, and describe basic details of a story, while in first grade,
students are expected to dig deeper and have more knowledge on these topics. In addition to that, in
kindergarten, students are not required to write as much, as they are allowed to draw and dictate in
order to express their thoughts.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.2.R.1.1 – Identify plot structure and describe main story elements in a literacy text.
ELA.2.C.1.1 – Demonstrate legible printing skills.
ELA.2.C.1.3 – Write opinions about a topic or text with reasons supported by details from a source, use
transitions, and provide a conclusion.
In the next grade level, students will learn more about the concepts of print and details included within a
story, along with being able to determine those specific details. In addition to that, students’ writing
skills are more developed in second grade, as their writing should be more legible, and they should be
able to write full sentences to convey their opinion.
What misconceptions might One misconception that students might have about this content is that fall is not a season that is
students have about this experienced in Florida because it doesn’t get as cold, and the leaves don’t change colors as much. This
content? (talk to your CT) misconception might be possible if these students have lived in Florida their whole lives and assume that
the season of fall solely means that leaves change color, since that is what is mentioned frequently when
discussing the season.
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
2
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to precisely write a neat complete sentence about the season of fall.
Measure (HOW WELL they need to Students will be able to thoroughly listen to a story about fall and provide input on their experiences
do it) during this season.
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understand
Which level(s) of thinking is/are called for in your objective? Understand

Why did you choose this level(s) of thinking?
I chose this level of thinking because while reading the story to students, they will be understanding the
different aspects of the season of fall. In addition to that, after I’m doing reading the story, students will
use the information we read about to write a sentence about fall, so they must be able to understand the
story in order to write a sentence.
Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will know students have mastered my objectives through the writing activity. By looking at each
your objectives? student’s writing, I will be able to see if they created a sentence that states their opinion about fall, which
will show if they have completed the objectives. In addition to that, while reading the story I will be
3
looking for students who are sitting quietly and listening to the story, and by doing so, they will be
completing my objectives.
How does it align with your objective?

This assessment plan aligns with my objectives because I will be assessing students based on their
sentences about fall, which is my first objective. I will also be informally assessing students based on how
well they listen to their story, which relates to my second objective.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is formative, and I made this assessment decision because I want to see how well the
students can write a sentence so that I can help them further their writing skills. If I were to make this
assessment summative, then it would create a more high-stakes assessment which is not necessary for
this lesson. I want students to be able to grow and further their learning from this assessment, rather
than having an assessment that grades them harshly.
Assessment Scoring/Rubric 0 – Student does not attempt to write a sentence.
What are the criteria for how you 1 – Student attempts to write a sentence.
will assess student 2 – Student writes a sentence about fall.
learning/student work? If you’re 3 – Student writes a full sentence about their favorite fall thing.
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment
● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your
step-by-step plan): During the read-aloud part of the lesson, I will be on the carpet with the students, sitting in a
chair where all of the students can see the book. The students will be sitting on the carpet in front
of me, and I will ensure that they are sitting properly and ready to listen to the story. During the
writing portion of the lesson, I will be circulating throughout the room while the students sit at
their desk. By circulating around the room, I will be able to make sure that all of the students
remain on task and I can help any students who may need help.
● What processes & procedures will you use? How and when will you communicate those to
students?
4
One process and procedure that I will use is the student’s writing procedure. This procedure is
one that the students utilize whenever they write in their journals, so I will communicate that to
them. I will remind students of what we normally do when writing and instruct them to complete
the sentence and draw a picture like they normally would. Another process and procedure I will
use is the process of having students sit on the carpet. Students have assigned seats on the
carpet, so when I instruct them to go sit down, I will ensure that they sit in their correct seats in
order to eliminate confusion and arguing. This will be communicated to students when I tell
them to go sit down on the carpet.
● What expectations will you have for the students? How and when will you communicate those to
students?
One expectation that I have for the students is that they will be quiet when I am reading the
story. I will communicate this expectation to students before I begin reading by telling them that
in order for everyone to hear the story, we all need to be quiet. Another expectation that I will
have for the students is that they will participate when I’m reading the story. When I ask a
question during the story, I will ask for students to answer, so I expect them to raise their hands
and provide an answer to my questions. This will be communicated to students if I ask a
question, and no one raises their hand to answer.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
If my students do not meet my expectations, I will give them a reminder to get back on task. This
can be done while I am walking around the class monitoring students, if I notice a student is not
on task, I will redirect them and remind them to get back on task. For students who may require
a more extensive management plan, I might pull them aside and work with them separately so
that they are learning through close proximity, and they will be able to stay focused more.
● What will students do if they complete the task quickly?

If students complete the task quickly, I will allow them to draw a picture at the bottom of the
page. This picture should represent their favorite fall thing that they wrote about so that it
connects back to the writing and the book we read. Students will be able to use crayons and
markers to color their drawing in order to allow them to be more creativity within this activity.
5
Materials  The book, “Fall Leaves Fall” by Zoe Hall

(What materials will you use? Why  22 papers for students to write their sentences.
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
I will differentiate the interest of students because students will be able to write about what they are
individually interested in. In addition to that, I will also differentiate the process because the lesson will
start with a whole group read-aloud and group discussion, to students working independently with their
writing.
Which specific students will benefit, and why?

Differentiating interest benefits all students in the classroom because if students are able to write about
something that they enjoy, then they will be more engaged in the activity. Differentiating the process will
benefit students who enjoy either doing activities as a whole group, or doing activities independently,
since we will be doing both during the lesson.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or I will adapt this lesson to meet the needs of individual students or groups of students by ensuring that
groups of students) students are supported, and a good pace is kept. If I notice that students do not understand the book, I
might slow down and offer more instruction for them. In addition to that, I can also offer more support
while the students are writing by walking around and making sure that all students aren’t struggling
while writing. This demonstrates how I can adapt the lesson based on the needs of students which I will
notice during the lesson as I am monitoring students.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual
● Pre-Production Level: Students at the pre-production level will be able to just draw their favorite
students (initials), and then explain
the accommodation(s) you will fall thing.
implement for these unique ● Early Production Level: Students at the early production level will be able to cut out fall words
learners.)
6
and glue them onto their paper to demonstrate common fall activities that students enjoy.
*If you don’t have students who
● Speech Emergence Level: Students at the speech emergence level will be able to trace over
require these accommodations,
describe what you WOULD do if preexisting words on their paper to make a sentence about fall.
you did have these students. ● Intermediate Fluency Level: Students at the intermediate fluency level will be able to work with
the teacher to help them write words on the paper to make a full sentence.
What accommodations will you make for students who have an IEP or 504 plan?
For students with an IEP or 504 plan, I might work closer with them when they are working
independently so that they have more instruction and more support. In addition to that, if necessary, I
will give them extra time to complete the work so that they are able to work at a slower pace.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For students who are identified as gifted and have an EP, I might have them help others at their table
groups to demonstrate their knowledge and give assistance to others who might be struggling.
References (Planning of https://www.cpalms.org/search/Standard#
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Reading/writing
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) Guided/gradual release
Where applicable, be sure to
address the following: 3. Step-by-step plan:
Time: Action Steps:
7
◻ What Higher Order Thinking 12:30 1. First, I will have all of the students sit on the carpet with me. Once I have everyone’s
attention, I will tell them that we’re going to be reading a book about fall. I will engage the
(H.O.T.) questions will you ask? students by asking them if they know what fall is, and then have a student explain what it
◻ How will materials be means. Then, I will direct the student’s attention to the book and point out the title, author,
and illustrator. I will read students the title to students and explain to them that it is the
distributed?
title of the story. I will read the author’s name and ask what an author does, and then I’ll
◻ Who will work together in read the illustrator’s name and ask what an illustrator does. After that, I might ask students
groups and how will you to take a closer look at the front cover image. I will ask students what sort of things they
determine the grouping? see, if a student says that they see leaves, I might ask them “What color are these leaves?”
and when the students notice that the leaves are all different colors, I might ask them, “Why
◻ How will students transition do you think these leaves are all different colors and not green?” This will have students
between activities? begin thinking about the leaves and engage them in the book.
◻ What will you as the teacher 12:35 2. Next, I will begin reading the book to students, stopping at a few pages in the
book to ask students questions like “What color are the leaves in summer?”, “Does
do?
anyone know what a rake is?”, “Raise your hand if you’ve ever jumped in a big pile
◻ What will you as the teacher of leaves before!”, “Does anyone know what cider is?”, “What season comes after
say? fall?” etc. This will keep students engaged in the book and will make them excited to
◻ What will the students do? answer my questions.
12:45 3. Once I’m done reading the book to students, I will ask them what their favorite
◻ What student data will be thing about fall is. I will call on a few students so that everyone can begin thinking
collected during each phase? about their favorite fall thing, and I might mention other fall-related things that
weren’t covered in the book, such as pumpkin patches, corn mazes, etc.
◻ What are other adults in the
12:50 4. After our discussion about fall, I will tell students to go back to their seats and
room doing? How are they pass out a paper to them all. This paper will have the sentence starter, “My favorite
supporting students’ learning?
thing about fall is…” I will tell students that we will be writing about fall, and I will
read the sentence starter to them so that the students can finish the sentence. While
students are writing their sentences, I will walk around the classroom helping them
to write their sentences. Once the students finish, I will tell them that they can draw
a picture of their favorite fall thing at the bottom of the page.
12:58 5. Finally, I will point out a few of the responses from other students, and I might
show them on the board so that the students can see each other’s work and
drawings. I will pick 1-2 students to showcase their work and read the student’s
sentence to the entire class so everyone can see what they wrote.
8

Fall Leaves Fall Lesson Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fall Leaves Fall Lesson Plan

Uploaded by

Copyright:

Available Formats

USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Katie Goetz

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

Objectives- What students will Some examples:

(connect back to 4504/CT

Which level(s) of thinking is/are called for in your objective? Understand

Assessment Plan- How will you Describe your assessment plan:

How does it align with your objective?

● What will students do if they complete the task quickly?

Materials  The book, “Fall Leaves Fall” by Zoe Hall

Which specific students will benefit, and why?

You might also like