Professional Documents
Culture Documents
2 minutes Check for understanding: Have the students describe in their own words what a plot, character, and setting are to the partner on
their left.
20 Guided practice: Whiteboard,
minutes markers, props
1. Tell the students they will be making up their own story as a class including the characters, setting, and plot.
from
2. Put three categories on the whiteboard, one for character, setting and plot
3. Pick a student’s name from the sticks and ask if they want to give us a character, setting, or a plot. classroom,
4. When student gives one of the pieces of information, put it in the corresponding category on the board. name sticks
5. Repeat process until we have all the characters, settings, and plot
6. Continuing picking sticks to choose who will act out the story as the characters.
7. Have the students use materials in the classroom as a prop
8. Have them act out the story created as a class.
3 minutes Closure/Summary: Video: Character, plot, setting rap
https://www.youtube.com/watch?v=yhz_jmlOs94
10 Independent practice: Have the students write their own one paragraph story that includes 2 characters, a setting and a plot. Paper, pencil
minutes Have them highlight each part of the story. Then share their story with a group of 4 wearing the same color as them.
To be collected: Collect each student’s paragraph highlighted with the characters, setting, and plot.
Reflection:
The students were able to do the objective by the end of the lesson orally. Each child participated and had a clear understanding. When we got to the
worksheet they struggled. As I did help them I realized that they did understand the concept but the problem is that as a class they do not read well. They do not
know how to write. They rely on the teacher to tell them how to spell things. They have learned that if they sound a word out it does not always work that way.
The students ask over and over again how to spell words.
I felt like the activities that I had planned caught their attention and they did really enjoy the lesson. The classroom management went well. They stayed
quite and in their seats. All of the children had their hand up to answer a question and there was very little calling out. This is a huge deal in a first grade
classroom. The children were interested in the objective.
I would like to improve on asking questions. At different points, I was trying so hard to remember my lesson plan I got tongue tied as to what to say next. I
also would like to understand guided practice a little better. I felt as if I did not practice with them enough. It was tough because I only had fifteen minutes. I am
not sure how to practice picking out ideas in a story with out using another story. I did not have time to read to stories with them. This is something I will
continue to ponder. I also feel like I need to work on questioning students and providing examples that children will understand.
I learned the importance of each part of the lesson plan. I also learned that time is required to teach children to their understanding. I learned that it is a
constant thing to get first graders attention in the classroom. A question that I still have is how teach students how to spell words and not have them rely on the
teacher to spell every word.
Topic: The main theme of the lesson.
CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?