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Lesson Planning Template

Lesson Title: Parts of a Story Grade: 1st grade

Learning Target: At the end of this lesson, the student will be able to identify and distinguish the
difference between different settings and characters in a story. He/she will be able to explain what
a setting and character is and this will be measured through the informal, formative assessment
given in class.
Grade Level Guide: Content Standards: Ohio, 1st grade, English and Reading Comprehension, and
describe characters, settings, and major events in a story, using key details.
Content Curriculum Focal Points Common Core State Interdisciplinary Connections
(ie: NCTM, IRA,…) Standards
1st grade RL. 1.3: Describe This lesson incorporates problem
comprehension/composition characters, settings, and solving disciplines, along with
skills. major events in a story, pattern recognition at the end of
using key details. this lesson, students will not only
learn how to identify parts of a
Rl. 1.7: Use illustrations story, but they will have a further
and details in a story to developed confidence in problem
describe its characters, solving in trial and error, and a
setting, or events. more open sense of pattern
recognition.

Academic Language: The academic language that is specific to our content area is folktales,
rhetorical markers, sight words, prepositional phrases, connectives, and sequence words. The
procedures that we will be using to introduce key words is by rephrasing words, defining terms,
and using images/videos to summarize.

Students’ Needs: Some experiences, prior knowledge and/or knowledge that some students have
that relate to the lesson goal is matching letters to sounds, making rhymes, and recognizing some
words without having to sound them out. (ie. sight words). Learn and use new words that express
thoughts, feelings, or ideas clearly. Ask and answer questions about a read aloud story. Follow the
rules of conversation by listening and taking turns talking.

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)
- Repetition of -Access and Build
words allows them Background Knowledge.
to remember and Before reading, provide
memorize these visual support images
words easier and related to the text.
faster. - Create mental images
- Working with the and make connections
student's parents with those mental images
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on achieving the to the text.

lesson of - Create literature circles
characters and with peers to understand
settings at home. the content knowledge
- Using sight words better.
that we have
taught in previous
lessons/ in the
classroom.
(Pattern
Recognition).

Materials: List materials for both Student Needs and Teacher Needs. What supplies will you need for
the lesson?
Supplies that I will be using for this lesson is the prepared cutouts of characters and settings, our
prepared powerpoint with links to our Youtube videos and pictures. And students will have
positive attitudes and listening ears.

Language Function: Language functions are the active verbs in your learning targets. Some examples
of these verbs include compare, contrast, explain, describe, interpret, and justify, just to name a few.
In this section, briefly describe the language support you will use to help your students use and
understand the chosen language function(s) in your learning target(s). Some examples include the
following:
● Students will be able to compare the difference between characters and settings in a story.
● Students will be able to explain what a character is.
● Students will be able to explain what a setting is.
● Students will be able to describe a setting based on an image.
● Students will be able to describe characters based on an image.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before: We will be introducing the activity by asking the students about their favorite movies,
t.v. shows, etc. We will then take their answers and relate them to our PowerPoint presentation
about characters and settings. We will be asking students questions about what the images in
the PowerPoint all have in common. Then, we will introduce our main objective in the lesson.

During: The expected actions of the students during this phase is for them to be listening to us
teachers about what settings and characters are. They are expected to be actively listening and
participating in our PowerPoint presentation. We will be asking students questions about our
lesson based on videos we will have incorporated. We will be making sure each child is
accountable by walking around the room during the presentation. We will be asking our
students to observe the videos incorporated in our presentation. There will be no possible
extensions for faster learners because of our lesson and activity requires no worksheets. Some
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possible re-teaching strategies that we will be using is asking students to repeat definitions
whenever we use the words “character” or “setting”.

After:The questions that we will be asking students to help them understand the content is by
asking them “What makes these images a setting?” “What makes these images a character?”
(etc.) We will also be asking students what they thought of this activity and if they had fun while
doing it. We will be structuring these questions by having them answer all together as a class
and also think-pair-share. Students will not be presenting findings due to their age group. This
will all be structured post-activity.

Assessment: How will you determine who knows which objectives? Describe the tools and techniques
you will use. How will you conclude the lesson? What skills or examples are you looking for the
students to be able to restate or demonstrate to you? Think about the answers to these questions as you
fill in the chart.

● Type of assessment: self-assessment, informal, formal, formative, summative, criterion-based, norm-

referenced. Ensure you have at least one student self-assessment.
● Modifications – reserved for students who have an IEP. Mark the modification using the student’s initials.
Altering what the student is assessed on.
● Accommodations – reserved for tier 2 students (those who do not have an IEP). Altering how the student
accesses the assessment.
● Evaluation Criteria – targeted score or percentage as well as the number of times the student must
demonstrate the skill at that target. Ex: 85% accuracy across 2 trials.

Type of Description of Modifications Evaluation Criteria- How good is

assessment assessment for students with good enough to meet standards?
(formal or informal; What will students do IEPs and (related to the learning objectives)
formative or to show what they Accommodations Include scoring guide, rubric or other
summative) have learned? for students criteria
receiving Tier 2
support.
The students will Modifications Scoring Guide: Every student will be
Informal and answer questions will include more getting 100% due to participation
Formative posed to them in time for auditory points.
Assessment. class to check their answers in class.
understanding of Also, repetition Rubric: Students will be able to
the concepts of of words in the identify the difference between
setting and lessons for kids characters and settings individually
characters. They to grasp the key and with peers.
also will partake in vocab words.
an activity at the Assessment will
end of the lesson to not be given
show that they can during the
identify characters lesson. We will
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and settings and be doing a group

know the difference activity instead.
between the two.

Resources:
https://docs.google.com/presentation/d/1tTqbEcNILw2uzAhzagWUGPoWj8ExljlKWUYFf6Hg0VQ/
edit?usp=sharing
https://www.youtube.com/watch?v=ZrX1XKtShS

https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-
Standards/Grade-1-Standards.pdf.aspx?lang=en-US
The resources that I linked above are our Google slides presentation that we used for our lesson
and the Youtube video we incorporated to the slideshow to demonstrate the differences in settings
and characters.

Analyzing Teaching: To be completed after the lesson has been taught.

What worked? What worked for this presentation was analyzing

What didn’t? For whom? with my group and realizing you don’t need a million
details in the lesson to get the lesson across to the
students. Sometimes, less is more when teaching.

What didn’t work for this presentation was not

Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
having enough time in our busy college schedules to
meet up. I wished we could have met up a little bit
more outside of the classroom just so we could be
extra prepared.
Some instructional changes I would make as I
prepare for my next lesson is to really focus on my
lesson plan and also give myself enough grace for
when it comes to teaching a lesson. I think another
thing that could be beneficial for me is really
focusing on doing less with my lessons. To really get
the subject across to my students, especially if they
are younger.
Whole class:
Cut more time out of the lesson and focus more on the
activity. We gave a lot of extra examples and even a
video. Which, I think helped with our lesson but, I
think we could have cut some of the fluff out to not
feel so rushed in the activity with the whole class.
Groups of students:
If I were teaching this lesson to a group of students,
the only thing I would do differently is put them into
literature groups and add think-pair-share in my
lesson plan and lesson.
Individual students:
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If I were to teach this lesson to an individual student,

I would probably read the child a story first, ask
them personal questions that relate to the topic,
begin the lesson and compare it to the story, and
finally, have them do a worksheet or give me verbal
examples of settings and characters.

Justification These changes will improve student learning because

Why will these changes improve student learning?
every child learns at a different pace. Some students
What research/theory supports these changes? learn better when working in groups, and others
work better individually. I also think that kids can
grasp ideas better if they are taught the same lesson
just in different formats. Some kids do really well
reading a textbook, others do better by watching
videos. The research and theory that supports these
changes is Mayer’s 12 Principles of Multimedia.
Additional questions to consider when reflecting and completing the chart above: Did your activity
address your goals? Did your lesson plan reflect what you intended to teach? Were you pleased with the
sequencing of the lesson or would you change anything? What would you do differently next time or
what extension activities do you think would supplement this lesson? It may be helpful to cite one
resource that supports your instruction.

Plan for Classroom Management:

I plan to proactively manage student behavior during this lesson by using call-and-response
attention getters if the activity plans on getting rowdy or even when my peers and I are giving our
lesson. We will also be rewarding good behavior with the individual student and their peers by
giving out stickers to the students who follow instructions and complete the activity.

Paraeducator Support:
We will be utilizing a paraeducator as part of our lesson by having them helping students with our
characters and settings activity. The paraeducator will walk around and answer any questions
that the students have with activity if they are confused by the images. they will also get helpful
hints to the students during the activity if they are confused on what group they need to join.