UMU Lesson Plan Template

2017-2018

Name: Makaela Bennett Date: 3-6-18

Grade Level: 1st Class Period: n/a
Subject: Literacy Collaborative Lesson # & Title: Sight words and Book Intro.
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
This lesson is being taught at Damascus Elementary. There are 416 students with 100 white and 10 multiracial.
Out of all of the students, 41 of the students have disabilities and 137 are economically disadvantaged.
I have 20 students in the class, 10 boys and 10 girls. I have one student on an IEP and four on an IEP for
Speech only. Six of the students are economically disadvantaged.
 In September 13/20 students were below benchmark in Reading. Mid-year assessments showed
that 6/20 were below benchmark.
 In September, four students were receiving Title 504 and now only one student is receiving Title
504.
Environment:
 The desks are in two line clusters with two rows of desks facing each other for easy collaboration.
 There are posters all over the room that the students can refer back to if needed. The posters consist of items
previously learned in class.
 There is a half circle table at the rear of the classroom. This is where the lesson takes place.

Cultural Responsiveness, Equity & Inclusion Commentary:

 I need to consider students’ prior experience with the current list of warrior words.
 I also have to be aware of the book that I choose, as some students might not know as much about it as
others.
 Six of my students are identified as low socioeconomic status. These students may not be eating at home
so I must make sure that their needs are met prior to the lesson starting. I also have to make sure I don’t
ask them to bring in a lot of items, as they wouldn’t be able to afford them.

Content Standards:
SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Learning Objectives:
When given the list of warrior words, students will say 80% of the list correct.
Revised 08/2017
Academic Language:
None, just identifying sight words and words in the story that the students won’t comprehend (Cecil, caterpillar, friend,
cabbage).

Assessment Plan
Formative Assessment:
Students play around the world with warrior words.
Summative Assessment:
Students will be assessed at the end of the week on their warrior words (sight words). They need to get 80% correct during
the assessment.

Procedures, Lesson Introduction- 3 minutes

1. Gain students attention by telling them that we will be playing around the world with their warrior words.
a. Students will get excited, so give the time to let them calm down
2. Tell them that after finishing the game, we will start a new book.

Procedures, Lesson Body, 15 minutes:

1. Use sight word flash cards provided by Mrs. Ross to review the words with the students.
a. Start by just reviewing. Show the students the words and let them say the word aloud without competing
with each other.
b. Once you get completely through the stack of cards, begin the game.
i. Have one student stand next to their opponent.
ii. Show the word that they are to read, they will shout what the notecard says.
iii. The person that says the word correctly first will move on to the next person in the group.
iv. Repeat these steps until you are out of notecards.
v. The last student to say the word first and correctly wins!
2. Introduce the book, Cecil the Caterpillar.
a. Talk about the title page.
b. Go through the book and look at words that the students may miss
i. Cecil
ii. Caterpillar
iii. Friend
iv. Cabbage
c. Do a “picture walk” (look at the pictures) to try to figure out what will happen to Cecil by the end of the
story.
Procedures, Lesson Closure, 2 minutes:
1. Tell the students that they will be reading the book this week with Mrs. Ross.
2. Praise the students on how well they did with reading their sight words and remind them that they have to say their
warrior words on Friday.
3. Check with Mrs. Ross to see if she has anything else to add.
Differentiation, Individualized Instruction, and Assessment:
 This is one of the lower groups of students, so they will have an easier warrior word list compared to a higher group
of students.
 Some of the students have short attention spans, but having the lesson short like it is can make it easier for them to
focus.
Instructional Materials and Support:
 Warrior Word flash cards
 Cecil the Caterpillar book
Research and Theory Commentary:
1. Lev Vygotsky’s research theory promotes learning through social interaction. This is shown through the
whole lesson as this is a small group of four boys. Working together during lessons allows students to
gain more knowledge as they can pass their ideas between each other. Also included is the zone of
Revised 08/2017
 proximal development. I know what the students can do with help, but also without help. I was able to see
the words they knew on their own and which ones they could do with my help sounding it out.
2. Bruner’s spiral is shown in this lesson, as this is a review on the students’ warrior words.
3. Active student response (ASR) is a technique that supports learners because it allows the chance for ALL
students to respond to the teacher, and not just the same students every time. This is shown through the
around the world game. This technique also supports learners because it keeps the students on track and
making good behavioral choices.

Reflection and Instructional Commentary (if applicable):

It was very interesting to teach this lesson. I was able to choose the group that I wanted to teach, so I chose to work with a
group of boys that were right around benchmark level. I knew that I was going to have an energetic group, as I have watched
them meet together before. I knew that when I chose to do a game, the students would get excited. I just didn’t realize how
excited and competitive they would get over it. They got a little rowdy at times and I did have to remind them to be a little
quieter once or twice because the rest of the class was working independently in centers. The book was interesting to talk
about as well. We started talking about the book, and then all of the boys had stories to tell. I brought the topic back in by
asking them if they had a garden and how to plant a cabbage. I ended the lesson with that conversation, and feel that it went
very well for how the students acted with me. They respected me as much as they would Mrs. Ross.

Revised 08/2017