USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading

1st grade
What Standards
(national or state) relate
to this lesson?
Essential Understanding
Objectives
Rationale

Evaluation Plan

What Content
Knowledge is necessary
for a teacher to teach
this material?
What background
knowledge is necessary
for a student to
successfully meet these
objectives?
What misconceptions

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 04/21/2016

Lesson Content
LAFS.1.RI.1.2 Identify the main topic and retell key details of a text.
LAFS.1.RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
This lesson will teach students to pull out the most important information in a text
and improve their critical thinking skills.
Students will be able to identify key details in a text.
Students will be able to retell a story using a graphic organizer.
Students should know why certain information in the text is more pertinent than
some that is because of the purpose or the message the author is trying to get
across. This lesson connects to the previous day, where we retold a story as a
class using the graphic organizer, now students will be able to apply the
knowledge theyve gained independently. I am teaching it this way in the form of
gradual release so that the students will see the process modeled, then be able to
try it on their own. To have the ability to retell is needed with almost any
profession, so it is a very important skill that the students are accustomed to now.
Formative evidence will be collected during whole group through conversations
held during the whole class completion of a Shape Go Map (4/20) as well as the
review of the Shape Go Map that was filled out during the previous days whole
group lesson.
Summative evidence will be taken from the students individual Shape Go Maps
as well as the tally chart assessment taken at the end of the lesson.
I believe it is important for a teacher to be knowledgeable of any literary
elements possible: plot, setting, character, main details, climax, conclusion, text
features, authors purpose/message, theme, point of view, etc.
My learners are 17 first graders, and regardless of their level, their needs must be
met in order to successfully meet the objectives. Students will have seen the
Shape Go Map form the previous days lesson so it will be an organizer that the
students are familiar/comfortable with. All students are familiar with the concept
of retelling a story.
Retelling and summarizing is the same thing. A summary should be

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
1st grade
might students have
about this content?

Teaching Methods

Step-by-Step Plan

9:00

9:10

9:15
9:30

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 04/21/2016

shorter than a retelling or the original piece.

You can find the main idea easily. Its usually first. Not always! A lot of
texts dont always capture the main idea in the first few sentences.
Lesson Implementation
Guided release
Whole group
Independent seat work
Turn and Talk/Think-Pair-Share
1. Students will be called to sit on their carpet spot.
2. What kind of graphic organizer did we use yesterday?
What did we use it for? Students will refer to the Shape
Go Map.
3. We will review the Shape Go Map as a class, dissecting
the different pieces individually. What information goes
in the triangle? What information goes in the square?
What information goes in the circle?
4. Why are we doing this? Why is it important?
5. Explain to the students that they will now be completing
their own Shape Go Map independently at their desk,
filling out the different shapes completely. They will each
have their own book to each retell a different story. They
will be reading at their desks independently.
6. Ask 3 to 4 students what they will be doing once they go
back to their desks.
7. As the teacher is passing out the Shape Go Map sheets,
the group closest to the computers will be called to get
their books first (books will be placed on the table with
their name on a sticky note), then the middle group,
lastly the group closest to the door.
8. Students will go back to their desks and start
independently reading their books and completing their
Shape Go Maps.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
1st grade

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 04/21/2016

9. After the independent work time, teacher will ask the

students to come to the carpet with their partners.
10.
A conversation will be modeled for the students.
Important points need to be hit, such as did they tell the
story correctly, are they missing anything.
11.
Students will turn and talk with their partner about
their retelling.
12.
The class will come back together and self-assess
themselves based on a smiley face scale. Teacher will
take a tally chart for summative evidence.
13.
Students will be called by table group to turn in
their papers and books at the back round table.
a student struggles with the content?
If a student struggles with the content I will refer back to the Shape Go Map we
completed as a class the previous day and try and gage what part of the
assignment the student doesnt understand. If a student continues to struggle,
instead of the student completing the map with the book assigned, Ill ask them
to try with a more classic tale such as Little Red Riding Hood or the Three Little
Pigs.
a student masters the content quickly?
If a student masters the content quickly, each student will have comprehension
questions on the back of their Shape Go Map to check their understanding of the
story.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local
community?
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
1st grade

Accommodations (If
needed)
Materials

Group
Size: 17

Name: Rachael Doyle

Date of Lesson: 04/21/2016

If a student masters the content quickly, each student will have comprehension
questions on the back of their Shape Go Map to check their understanding of the
story. The highest performing group will also be asked the question If you could
change the ending to the story, how would you change it?
How will you differentiate instruction for students who need additional
language support?
Language isnt a huge barrier in our classroom, but our lowest performing group
has a majority of ELL students in it. Their worksheets will be slightly differentiated
from the rest of the class. The content will be the same, it will just be put into a
different format.
JB may need assistance with handwriting; conference with him and write what
he is saying in highlighter and student will trace over in pencil.
AN, JB, EC, BC may need extra assistance due to BL status in reading.
1. Individual book for retelling for each student (approx. 17 books)
2. 12 copies of Shape Go Map organizer
3. Anchor chart of previous days Shape Go Map lesson