Intern Name: Ally Hak

Topic/Title of Lesson: Reading Groups

Grade: 1st Grade
Length of Lesson: 25-45 Minutes
Date Taught: 12/14/2016
LESSON PLAN TEMPLATE
In this lesson
The teacher has placed each students in reading groups based on reading levels.
When the students are in their reading groups they will be discussing with their
Overview group members about the book. The students will be given worksheets to work
on, after the book is read. The worksheet is to allow the teacher to see which
students have a better understanding in the book.

1.7 b) Use titles and pictures

1.9 d) Make and confirm predications

Standards of 1.9 e) Ask and answer who, what, when, where, why and how questions based
on what they read.
Learning
1.9 g) Retell stories and events, using beginning, middle, and end

1.13 a) Generate ideas

Essential Questions N/A

Students will be able tomake predications, and ask & answer who, what,
Objectives when where, and how questions on what the teacher read.

Learning Target N/A

Make predications
Who, what, where, when, why, and how questions
Key Vocabulary Retell the story in words or drawings
or Concepts For the students that will be able to write sentences in the worksheet, the
student will be generating ideas

A book that is chosen by the teacher. A worksheet, each student will receive.
Materials (Worksheet will have questions about the book, the worksheet will also have
some fill in the blanks to help guide the students in the right direction)

*Wait till the students are paying attention*

Introduction/Hook We will be reading a book together. Pay close attention to the details &
pictures of the book. After the book is finish there is a worksheet that
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Ill pass out. Fill out the worksheet based on the book that we read together
today. If you can, answer the worksheet in complete sentences, if not you can
draw out your answer. After everyone has completed the worksheet, we will
have a group discussion about the book in till lunchtime.

* Lesson begins*

Greet the students, make the students are relaxed and quite so they can
listen to the directions

Explain to the students that they will be reading a book together,

therefore everyone needs to be on their best behavior

Reads the book together. Points out little details out loud and ask
questions to the group through out the book * so students can be
engaged in the book *
Instructional
Activities Make sure the students know the rules while doing this activity (Do not
misbehave, pay attention, do not distract your classmates) tell the
rd
students 3 warnings will be given by the 3 warning the student will
lose a class dojio point

Give out the worksheet to students after the book is read

Explain to the students about the worksheet, collect the worksheet after
every student has completed it

Students below reading level Teacher will provide the student with 1 on 1
help with the worksheet

Students with ADD/ADHD Teacher will remind the student with the 3-
warning rule. If student is distracting, student will moved to a different area
Accommodations
rd
Any student that misbehaves and/or is off task will be given 3 warnings; by 3
warning the student will lose a class dojio point. If worksheet is not
completed students will work on it during their free time.

o Ask the class questions: Ex. Did you enjoy this activity? Do you understand
Closure Activity whats being asked in the worksheet? Would you like to do something like this

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 again but with a better and longer book?

o (Take the students answers as criticism to improve on future lesson plans that
will benefit the class as a whole)

o Students will then continue with their daily routine

The worksheet that was given, the worksheet was made to help the student
make predications and answer/make who, what, where, why, and how
Assessments
questions.

Resources N/A

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Ally Hak
Date of Lesson Taught:
Cooperating Teacher: Mrs. Dodd
Cooperating School: Centerville Elementary
Subject Taught: English
Grade: 1st
Time of Day: After lunch time (Around 12:15)

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

I talked to Mrs. Dodd about a simple lesson plan. She suggested that I read Same, Same But Different
because her class last year really enjoyed it. But I was only going to read it to two students, they both read on a very
high reading level but they dont go into deeper understanding with the book. So we decided to let the students read
Same, Same but Different and ask questions that are really in depth with the book.

2. How did the SOLs and Objectives help focus your instruction?

It helped me guide make the worksheet. When I was thinking of the questions to give the students, I was
really stuck. I didnt want it to be too easy or too hard for them. So having that guideline helped me in a
way.

3. What parts of the instructional plan worked as you anticipated?

I knew that the two girls in the reading group were going to understand everything that happened in the
book. I knew that they wouldnt have any problems with the book so I tried to make the worksheet a little bit
harder but they didnt seem to show any difficulty, which was good. Im glad they understood the book in
great depth. The worksheet really made them think instead of quickly answering the question without
stopping for a second to think.

4. What, if any, adjustments needed to be made once you began?

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 I originally was suppose to read the book to the students but then I was thinking while I was reading it that
they should alternate reading it between each other. Also, on each page I made them stop and look at the
pictures to notice the small little details that were in the book. Also we did a compare & contrast discussion
together. (When I typed that I thought MAN, I shouldve put a compare & contrast chart on the worksheet)

5. How well did you anticipate the materials needed?

Well, the worksheet was made based on the materials needed so it was just right there for the students. Also,
I asked many detailed questions while reading together to help accommodate the guidelines on/off the paper.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future assessment
be and how will you gauge its effectiveness?)

For sure, next assessment will be something cool like Kahoot and I know ALL students LOVE Kahoot so itll
be a 105% success. The assessment was kind of showing me what the students understood but listening to
the students talking the book with one another, helped me learn how much more about the students
thinking.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of the
lesson? (Hint: Student learning is the key to a lessons success!)

I noticed that the students were like why are we given a worksheet this time? But I wanted to make it
different because they read on such a high level that there should be something else besides reading, like a
big discussion about the book. So I feel like the students really understood what was going on and being
asked.

8. How did the time spent preparing for your lesson contribute to its success?

Well doing the lesson plan was a pain in my butt but I still managed to ask Mrs. Dodd about my lesson plan and
she helped me explain every little detail in the best wording. She taught me that with lesson plans you dont want to
sound mean and you dont want to make it seem like youre punishing the kids.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

One thing that I didnt like was how boring and old my worksheet looked, I made it myself so of course it
wouldve been kind of boring looking. I want the students to become instantly attracted to the work theyll be doing.
I also wouldve asked more in depth questions then the basic questions for my two students because they pretty
much did it with flying colors.

10. Any last comments/reflections about your lesson?

My students really enjoyed the book, starting to think I like teaching the whole class instead of teaching a small
group of students. Which is kind of unexpected for me.

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: ______________________________
Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)
Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

Written (typed) Lesson Plan: _____/50

[See comments on LP]

Supplemental materials: _____/10

Comments:

Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)