Professional Documents
Culture Documents
I. Purpose of the Lesson What will the students learn? How does this learning fit
within broader unit goals? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
Standard: Ask and answer questions about key details in a text.
Topic: Key ideas and details
Indicator: CCSS.ELA-Literacy.RL1.1
Lesson Objective: Students will be able to ask and answer questions about key details in a text in order to
determine the main character, setting, and how the character changes/grows throughout the text.
Big Idea or Essential Question: How can asking and answering questions about a text help me to better
understand it.
Formative Assessment (planned for use in this lesson):
Informal: Planned discussion questions, observation, and think-turn-talk to partner.
I will evaluate students understanding of the text by asking them to identify key details including the main
character, setting, and how the main character changed throughout the text. Students will be asked clarifying
questions throughout the book as well as deeper thinking questions in order to elicit higher order thinking.
After reading, students will be turning and talking to their productive partners to discuss the text in depth.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Smartboard (slides all prepared)
Treasures book Wolf! by Becky Bloom
Management Considerations (Procedures, Transitions, Materials, Behavior)
Instructional Sequence
Before Reading
Approxima
te
Time
6 minutes
Procedure
Before I begin reading the book, I will review the objective
with the students. I will say the objective first, and then have
them repeat the objective with me.
Friends, today we are reading a very interesting story! We
will read about a wolf who learns how to read! The standard
that we will be focusing on is I can ask and answer
questions about the key details in a story. Can you say that
with me? Nice job! The key details that we will be focusing
on today are identifying the main character, setting, and how
the main character changes throughout the story.
I will then ask students if they know what it means to be
educated, and review a couple vocabulary words present in
the book.
I have a question, does anyone here know what it means to be
educated?
To be educated means that you have learned things (like how
to read, write, and solve math problems). You are all
becoming educated by coming to school every day and
learning new things. Educated is a word that we are going to
see in this story.
Another vocabulary word that we will see in this book is:
admire. Does anyone know what admire means? When you
admire someone, you look up to them or respect them. For
example, I admire my older brother because he is hard
working and kind, and I respect those qualities. Who do you
admire?
Last, I will tell my students their thinking job while listening
to this book.
Today while we read Wolf, your thinking job is to figure
out how the wolf changes during the story. Pay close
attention to what the wolf is like and how he acts in the
beginning of the story and then how he is different at the end
of the story.
12 minutes
During Reading
During reading, I will stop at page 87, 91, 94 and 100 in the
book to ask clarifying questions and have students turn and
talk to their productive partners.
Stop at page 87: What does the wolf want to do in the
beginning of the story? What can you infer based on what I
read?
Stop at page 91: Why doesnt the wolfs plan work? What
happens when he approaches the animals?
Stop at page 94: What happens on this page? What do the
animals say to the Wolf? How do you think that makes the
wolf feel? Turn and talk to your partner.
7 minutes
After Reading
4 minutes
Evaluation
1 minute
Closure
Day
1
Who can tell me how the wolf changed throughout the book?
Turn and talk to your partner.
To close the lesson, I will review the objective and ask
students to reflect on what they learned. They will be asked to
share how answering questions about the book helped them
better understand what the story was about. I will then tell
them what we will be focusing on the next day.
Group 3
The third group I work with
is another below grade level
group (Tigers). We will be
reading a fiction book. Day
1 will consist of an
introduction of the book,
word work (high frequency
words), introduce
vocabulary, comprehension
support (finding the central
message), and a picture walk
through the book.
Lesson plan #2
I. Purpose of the Lesson What will the students learn? How does this learning fit
within broader unit goals? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
Standard: Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
Topic: Key ideas and details
Indicator: CCSS.ELA-Literacy.RL1.2
Lesson Objective: Students will be able to retell stories including key details in order to demonstrate
understanding of the central message of a text.
Big Idea or Essential Question: How can I determine the central message of a story by using key details
from the text?
Formative Assessment (planned for use in this lesson):
Informal: Planned discussion questions, observation, and think-turn-talk to partner.
I will evaluate students understanding of the text by asking them to identify the central message of the text.
Students will be asked deeper thinking questions to elicit higher order thinking. After reading, students will
be turning and talking to their productive partners to discuss the central message.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Smartboard (slides all prepared)
Treasures book Wolf! by Becky Bloom
Central message anchor chart
Management Considerations (Procedures, Transitions, Materials, Behavior)
If students are struggling to understand directions, I will redirect their attention to me and model
again what they are supposed to do.
Instructional Sequence
Before Reading
Approxima
te
Time
10 minutes
Procedure
12 minutes
During Reading
3 minutes
After Reading
I will ask students what they think the wolf was trying to do
throughout the whole book and ask them to turn and talk to
their partner to discuss.
Friends, what does the wolf keep trying to do throughout the
whole story? Turn and talk to your partner.
When the animals dont allow the wolf to read because he
isnt good enough, does he stop trying? What does he do to
become a better reader? Turn and talk to your partner. Would
anyone like to share?
4 minutes
Evaluation
1 minute
Closure
Day
2
Group 3
The third group I work with
is another below grade level
group (Tigers). Day 2 will be
a review of the
comprehension support
(finding a central message),
give a thinking job, and read
the book. I will focus on one
student and continue with my
running record of that
students reading. After
reading, we will discuss
comprehension questions.
Lesson #3
I. Purpose of the Lesson What will the students learn? How does this learning fit
within broader unit goals? Why is this learning meaningful, important and appropriate?
What will the students say or do that will serve as evidence of learning?
Standard: Compare and contrast the adventures and experiences of characters in stories.
Topic: Integration of knowledge and ideas
Indicator: CCSS.ELA-Literacy.RL1.9
Lesson Objective: Students will be able to compare and contrast the adventures and experiences of
characters in two texts in order to identify a common central message.
Big Idea or Essential Question: How can comparing and contrasting two texts help to address similar
themes in order to build knowledge or to compare the approaches the authors take?
Formative Assessment (planned for use in this lesson):
Informal: Planned discussion questions, observation, and think-turn-talk to partner.
I will evaluate students understanding of the text and lesson by asking them to compare and contrast the
story Wolf and Whistle for Willie. Both texts have a common central message but do not share similar
characters, settings, or ways that the main character changed. Students will identify the central message of
Whistle for Willie through class discussion, prompting, and turning and talking to their partner.
Formal: Students will complete a worksheet that requires them to compare and contrast two texts and place
that information into a Venn Diagram. Students will need to provide one example of how the books are
different, and one example of how the books are similar by identifying that they have a common central
message.
Modifications: my lower level learners/ ELL may choose to draw pictures instead of write; and my
higher-level learners will be asked to provide more than one example of how the books are similar
and different.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Instructional Materials and Technologies
Smartboard (slides all prepared)
Treasures book Wolf! by Becky Bloom
Whistle for Willie by Ezra Jack Keats
Venn diagram worksheet
Pencils
Management Considerations (Procedures, Transitions, Materials, Behavior)
Instructional Sequence
Approxima
te
Time
2 minutes
Planned Beginning
Warm-up
Motivation
Engagement
7 minutes
Development of the New
Learning
(Clearly explain
instructional activities in
sequence.)
Model
Give examples
Concept attainment examples
Procedure
Day
3
Group 3
The third group I work with
is another below grade level
group (Tigers). Day 3 will be
a review of the
comprehension support
(finding a central message),
and complete a worksheet
that requires students to
identify the central message
of the text they read.