LESSON PLAN TEMPLATE

(Note: Lesson plans for edTPA should be a maximum of 4 pages per lesson. Please keep the
headings from the lesson plan template, but delete the descriptions of each section, as
needed, to comply with the edTPA page limit)

Student Teacher—Kelsey Finnegan Grade Level— Grade 1 Date of Lesson—

Institution— Fairfield University Learning Segment Lesson Number— 1

LESSON FOCUS & OUTCOMES

Learning Segment Central Focus/Essential Literacy Strategy/Related Skills: Describe the

important understandings and core concepts that you want students to develop within the
3-5-lesson learning segment. Across the learning segment, students must be supported to:
develop an essential literacy strategy for comprehending OR composing text, and the related
skills that directly support that strategy.

The central focus of this lesson will be comprehension. As an essential literacy strategy for
comprehension, students will make predictions. This lesson focuses on students developing
their skills previewing text and or illustrations.

Student Learning Objective(s)/Language Function: Identify specific and measurable learning

objectives for this lesson related to the segment’s central focus and students’ abilities to
develop an essential literacy strategy for comprehending OR composing text, and the related
skills that directly support that strategy. Here is where you identify the language function(s) that
students will perform during this lesson (analyze, argue, describe, evaluate, explain, infer,
compare, interpret, justify, synthesize).

- Students will predict based on the cover, back and illustrations of the book, what the
book will be about
- Students will review text and illustrations in story
- Students will interpret illustrations in relation to story context

Language Demands: Identify the language demands associated with the objectives (and
language functions) that students will employ during this segment (vocabulary used, and
discourse or syntax used).

Language
Functions Predict, preview, interpret
 Vocabulary
Predict, construct, blurb

Discourse Interpreting pictures and text, making predictions.

Syntax I predicted this because _____________.

Content Standards: Identify one or two relevant Common Core State Standards this lesson is
designed to help students attain (include standard number and text).

● 1.1. Students use appropriate strategies before, during and after reading in order to
construct meaning.
● 1.27. Before Reading: Make predictions about text by looking at the title, cover and
author.

LESSON CONTEXT

Learner & Lesson Background: Describe how the lesson builds on: 1) students’ prior knowledge
and skills related to the learning objective(s) and the content of this lesson, using data from
pre-assessment as appropriate; 2) knowledge of students’ experiences, interests, culture and
language backgrounds.
1) Students will be familiar with the style of short stories used as reference points
throughout the lessons. Students have just finished their nonfiction reading unit where
they worked with longer texts that use a chapter style formatting. They are familiar with
this style of text, and will now use them to predict the ending of the story they are
reading.
2) Students have experience identifying story plots in previous units. Students are familiar
with making educated guesses as stories progress.
3) Books used will be used in languages used by each student in the class, stories read to
class will be read out loud as well as shown on the document camera, student interest is
taken into consideration when selecting text and activities used in lessons.

LESSON DEVELOPMENT/PLANNED SUPPORTS

Indicate the instructional strategies, learning tasks and materials that will facilitate student
learning of the central focus, lesson objectives and language demands.
Initiation: Briefly describe how you will initiate the lesson. (Hook students into the lesson; set
expectations for learning; articulate to learners what they will be doing and learning in this
lesson, how they will demonstrate learning, and why this is important)
- Teacher will engage students through inviting the students on an adventure. Teacher will
then tell students that “readers go on adventures every time they read a new book!”
- “Does anyone want to go to the beach? What about the amusement park? How about
the aquarium?! WOW! It looks like we are all ready to dive into today’s adventure! Today
we are beginning a brand new unit that will take us on lots of adventures and will help
us to become the best readers and adventurers possible!
- Today I want to teach you that it’s important to get ready for your reading adventures.
Readers take a sneak peek to find out where they’ll go and what they’ll do.
- Today we will begin our adventure into learning how to predict!
- Predict is the word used to describe the educated guesses about what will happen next
in a story. This will help us to comprehend and decode things that we don’t know and
will help us to make sense of what the author is telling us! Now let’s get started!”

Learning Activities: Which instructional strategies, supports and learning tasks will support
diverse students’ learning and language use towards attainment of the lesson objective(s)?
Consider knowledge of your students when making instructional choices and adaptations.

Modeling: How will you model an essential literacy strategy for comprehending OR
composing text, and the related skills that directly support that strategy?
- Using Iris and Walter and the Field Trip– the teacher invites students to give a
thumbs up if you think they know where this story will be going. “It seems like
based on the front cover,our class will be going to the aquarium, do you agree?”
- First graders, I notice that the title is, “Iris and Walter and the Field Trip. This
must be Iris, here. And this is probably Walter. Who do you think is Walter and
who is Iris? What about the picture tells you that this story includes a trip to the
aquarium?” pointing to illustration.
- “Remember readers can also check the back of a book! Maybe there will be
more clues about this story.” Teacher will then read the blurb on the back to
students and debrief to students. “I think we know where Iris and Walter are
going--the aquarium--and why they are going there. But first graders, it seems
like something big happens, someone gets lost. I always take a sneak peek
inside! Give a “me too” hand motion if you also do that! Let’s look to see if
there’s a table of contents page or some more pictures. “Oh wow! The chapter
titles give us some clues about what the story is about and how it’s organized!
That seems like more clues we can use!” Teacher will read chapter titles aloud.
 Teacher will model the “What will happen?” worksheet using Iris and Walter and
the Field Trip cover page.
Guided Practice: How will you guide students as they practice an essential literacy
strategy for comprehending OR composing text, and the related skills that directly
support that strategy? What instructional strategies and learning tasks will facilitate
student learning of lesson objectives and language demands (language functions,
vocabulary, discourse, syntax)?
- Ask readers to turn and talk with their rug partner about what they learned from
the cover, the back of the book and the contents page. Teacher will listen in to
student conversation and summarize all that is heard to the class.

Independent Practice: How will you ask students to independently practice an essential
literacy strategy for comprehending OR composing text, and the related skills that
directly support that strategy?
- Students will then be presented a cover to a book with a title. They will be
instructed to make a prediction based on this cover of the book. Then, students
will each fill out the Day 1 Activity that asks them to write what they think will
happen in the story based on the cover page and the title of the book. The
students are also asked to say why they believe their prediction will occur based
on their observations. If students finish the activity early, they will go into their
own chapter books and repeat the process with a chapter book of their own.

Closure: Briefly describe how you will close the lesson and help students understand the
purpose of the lesson. (Interact with learners to elicit evidence of student understanding of
purpose(s) for learning and mastery of objectives)

- Teacher will ask students what previewing stories helps the reader with.
- Teacher will then ask students “Why should we look at the pictures in our stories?”
- Teacher will ask students “What have you learned today?”
- Teacher will have strategy on board from “Off we go! Readers go on adventures!”
presentation that shares that readers preview stories.
- Teacher will summarize student responses to questions asked finishing off the lesson
with “First graders, making predictions isn’t just about guessing! It is about using the
information we have like the front cover, the back blurb, and the illustrations to make
logical guesses about what will happen next in a story! So make sure when you’re
reading your stories that you’re looking at all of the important details! Tomorrow we will
put our predicting skills to the test and write our very own predictions!”
- Teacher will place strategy on chart paper for student reference post lesson
Assessment: Describe how your planned formal and informal assessments, including a written
product, will provide direct evidence of students’ abilities to develop an essential literacy
strategy for comprehending OR composing text and the related skills that directly support that
strategy. Attach a copy of any assessment materials you will use, along with assessment criteria.

- Formal: The formal assessment for this lesson will be the “What will happen?”
worksheet that students use to fill in what the believe will occur in their text based on
the front cover and the title of the text.
- Informal: The informal assessment for this lesson will be the teacher listening in to
student turn and talk, as well as asking students about what they think will happen as
they examine their books.

Instructional Materials/Technology/Resources: What instructional resources and materials will

be used to engage students in learning?
- Smartboard
- Iris and Walter and the Field Trip Book
- DocCam
- Off we go on Adventures Slideshow
- Chart Paper
- Double Sided Tape
- Day 1 Activity; What will happen?
- Day 1 Assessment
- Day 1 Worksheet Differentiated for Above Grade Level
- Printed out slideshow to create Chart with “Off we go on adventures” strategies *this
chart will remain in the classroom for students to reference back to
- Choice of chapter book (1 per student)
- Printed out book covers “The Vase”

Individuals Needing Differentiated Instruction: In addition to the multiple means of expression

and engagement, what else will you be doing to differentiate instruction for groups with similar
needs (e.g., struggling readers) or individuals students with special needs? How will the design
and adaption of your lessons allow students with special needs to demonstrate their learning?
Identify accommodations for at least one group and three individual learners with identified
learning needs.

Above grade level These students will write two things that they believe will occur in
readers the text based on the pictures/front cover/title rather than just
one. If students finish this task, students will go into their own a
higher reading level independent text and make observations
about their own independent books.
 Struggling readers will be able to come to the rug to work in a
Struggling Readers small group with a teacher to have added support and more one
on one discussion. They will also be read the directions to the
“What will happen?” worksheet in a small group and as needed.
This student will be provided with the directions for the task at
Student with ADHD, hand individually to accommodate his language disorder this will
Language Disorder, include a step by step breakdown of directions. Student will get to
Developmental sit near a teacher in the classroom to help stay on task.
Coordination Disorder

Student with Student is given preferential seating during rug time. Student may
Occupational Therapy use fidgets throughout the lesson. Student can stand during the
Needs lesson. Student may use techniques shown by occupational
therapists throughout the lesson to serve as a refocusing strategy
ex) pushing on their seat, moving wooden blocks to use energy in
an intentional way.
Student with Student benefits from reminders, student may choose a “smart
Behavioral Struggles seat” if they find their current location to be distracting, student
benefits from personalized directions.

Best Practices: Describe the instructional theories and best practices in teaching diverse ELA
learners that you drew on when designing this lesson. How is the teaching you propose
supported by research and theory about how student learns? About teaching ELA? Cite specific
theorists and/or authors.

- The instructional theories that were used in this lesson were based upon John Dewey’s
theory of gradual release. The teaching that I propose builds the confidence of each
student by providing them with the tools to actively engage with course material. When
teaching ELA, scaffolding student learning in regards to the tasks at hand allow for them
to take on tasks on their own and develop the ability to push through any challenges
without reaching for teacher support. Another author used in the development of these
lessons was the “Off We Go! Readers go on adventures!” reading unit created by Lucy
Calkins. This series of lessons creates a foundation for students to learn a workshop
approach to learning to read and write that has been altered to work with the lesson
goals.