Gradual Release of Responsibility Direct Modeling Lesson Plan

Learner and Environmental Factors

Grade Level- 1st Grade
Content Area- ELA

Standards (KCCRS or Your State Standards): Be sure to use all the standards that directly apply to
the lesson are stated. Be sure to use both the given standard code and the appropriate descriptors.

W.1.10a Print all upper- and lowercase letters.

W.1.11b Use end punctuation for sentences.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and large groups.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
SL.1.4 Use relevant details to describe people, places, things, and events, expressing ideas and
feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
RF.1.1 Demonstrate understanding of the organization and basic features of print.
RF.1.2 Demonstrate understanding of spoken words, syllables, and phonemes.
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.3 Describe character, settings, and major events in a story, using key details.
RL.1.7 Use illistrations and details in a story to describe its characters, setting, or events.

Lesson Performance Objective(s): Stated in “kid-language”.

Students will describe the setting of the story by illustrating and writing about it.
Materials:

 The Boy who Cried “Wolf!” (5)

 Pencils
 Character traits/Setting sheet
 Student’s green folders
Background Knowledge Required: What kind of prior knowledge is required of the students
before they engage the new information of the lesson?
How to sound out words, how to write letters, how to draw, and how to form sentences.
Student Grouping(s): Describe the various educational groupings that will be used throughout
your lesson.
Small group (4 students) on the carpet
Anticipatory Set and Purpose: (The HOOK) How are you going to bring the students into the
lesson and activate prior knowledge?
The students are going to silently read The Boy Who Cried “Wolf!”

Introduce the Lesson: How will you set the purpose of the lesson so that the students will have
buy-in to what you are going to teach?

“Today we are going to be drawing and writing about the setting in this story called, The Boy Who
Cried “Wolf!””
Instruction:
Stage 1: Direct Modeling of the Lesson. Gradual Release of Responsibility (GRR)- I DO IT.
“So last week we read a book called ‘Stop Snoring!’ and we found out that Billy, Blake, and
Grandpa were the characters in the story and Grandpa was the main character. Do we
remember what a setting in a story is?” (students should say, “where the story takes place”
and/or “when the story takes place”).
“Can someone tell me where the story took place in the book, ‘Stop Snoring!’?” (one student
should raise their hand and say, “at grandpas” or “in a house” or “in the living room”)
“Can someone tell me when they think the story took place?” (one student should raise
their hand and say, “in the morning” or “in the day”)
I will check for understandings of the setting by what they say about the previous book we read.
Stage 2: Guided Practice. GRR-WE DO IT.
“After reading ‘The Boy Who Cried “Wolf!”’, where do you think the story takes place?”
(students could tell me, “on a farm”, “on a boy’s farm”, “outside”, “in a town”)
“Okay, when do you think the story takes place?” (students could say, “in the morning”, “in
the day time”)
“So on your sheet where it says ‘setting’ in the second box, I want you to draw a picture to
show where the story takes place, such as (example from what students say), and when the
story takes place, such as (example from what students say). Then after you’re finished
drawing, I want you to write a sentence or two about your picture. Make sure you write a
sentence telling about the setting.”
I will check for students’ understanding of setting from the examples the students give me about
where and when the story takes place in the book.
Stage 3: Independent Practice. GRR-YOU DO IT
“Go ahead and draw your picture in the ‘setting’ box.”
Students will begin drawing their picture of where and when the story takes place.
“If you are finished with your picture, you can go ahead and write your sentence.”
They will write one or two sentences that describe their picture and the setting they drew.
Differentiation Based on the learning needs of the students in your classroom, what modifications
in your lesson should you make? How will your modification help those specific individuals learn
the concepts with more efficiency?
I differentiated whether the students needed to write one or two sentences based on how they were
able to form sentences. Some students are more able to blend ideas together into one sentence and
some have yet to put together ideas, so doing this modification will still have the students grasp the
ideas in this lesson I need them too.
Assessment/Evaluation: How are you going to assess or evaluate if the students have learned the
core concepts of the lesson? What would constitute mastery?
I will assess how students learned about setting by looking at what details they included in their
drawing and writing to see if they understand what setting is. If they were able to include both
when and where in their drawing and sentence(s), they have reached mastery in learning the
setting of the story.
Closure: Restate the introduction, give a quick summary, tell how the skill will be used in the future.
We will share what each student drew and wrote about.
“When we know more things in a story, such as the setting, it gives us a better picture in our head of
what is happening and helps the story make sense. If when you’re reading you think about
characters and setting more, you will be able to learn about the story more and what is happening.”
Citation: Where did the idea for your lesson come from? Cite sources (print, electronic or human)
using appropriate APA 6 formatting.
My teacher uses www.readinga-z.com to pull books and resources from, so she wanted me to use
“The Boy Who Cried ‘Wolf!’”. She printed everything she wanted me to use for guided reading
lessons since I do not pay to have an account.
Kennedy, K. (2018). Learning A-Z. Retrieved from www.readinga-z.com.