Name: Lindsey Piro

Lesson # 1 of 4 Title of Unit and Lesson: Retelling the story Corduroy

Duration of Lesson: 25 minutes Grade Level(s): 1st Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Students will retell a story using sequencing terms and key details

Related Skills (skills that support the use of the strategy): Retelling beginning, middle and end, identifying key
details

Content Focus: Corduroy

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CCSS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson
CCSS.ELA-LITERACY.W.1.3: Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

ELD Standards
ELD.PI.1.6 EMERGING: Describe ideas, phenomena, and text elements based on understanding of a select
set of grade-level texts viewing of multimedia, with substantial support
ELD.PI.1.6 EXPANDING: Describe ideas, phenomena, and text elements in greater detail based on
understanding of a variety of grade-level texts and viewing of multimedia, with moderate support
ELD.PI.1.6 BRIDGING: Describe ideas, phenomena, and text elements using key details based on
understanding of a variety of grade-level texts and viewing of multimedia, with light support

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will be able to assist in retelling the story the Informal: Students responses and helping teacher put
teacher shared with them pictures in correct order

Students will be able to retell their own story in writing Formal: Student pictures and writing documenting
using key details about morning routine before school morning routine in correct sequence

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Retell – students will retell the beginning, middle and Sequencing
end of a story Syntax: “First, _______. Next, _______. Last,
_______” (this will be on student paper to fill out)

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Pictures to represent morning routine
White board
Graphic organizer for students retelling
Pencil
Document camera

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have been exposed to a variety of books and working on retelling skills and abilities. Students often
share retelling with their carpet partner. Students have demonstrated what it means when the teacher asks
them to tell their partner what has happened so far in a story. Students use the tool telling across their fingers
to assist in hitting each key detail. Students are still learning correct sequence and proper retelling to ensure
the audience knows exactly what happened when.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will transition from their writing workshop at their desk to join
will you transition students from the prior teacher on the carpet. Teacher will play a song that signals students to
activity/learning to this lesson? How will clean up and transition activities.
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What “Do any of you love telling your friend about one of the awesome books
experiences/backgrounds and/or interests you’ve been reading?”
do students bring that could be used to Teacher will tell students how important it is that when telling friends
excite students to the activity? How will you about a story we’ve read, or something we’ve done – if it is not told in
set learning expectations for your students?
correct order and include only key details, it would make no sense to
(Introduce)
them!
Teacher will remind students that when retelling events, it is important to
not share every little detail that happened in the story, just the key
details that the person needs to know.
“Today we are going to work on our retelling skills by telling something
that we know from our own lives!”

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
 The students will be sitting on the carpet in their assigned seats.
 Say, “Can I tell you guys what I did this morning? This is my normal morning routine that I do before
coming to school each day, and I want to share it with you.”
 Teacher will have printed out images to match the story as it is told to the students.
 “First, my alarm goes off and I wake up.” (Teacher will have a picture of waking up and tape this on
the board.) “Then, I brush my teeth with my purple toothbrush.” (Teacher will tape picture of someone
brushing their teeth on the board next to first picture.) “Next, I eat my cereal in the kitchen and drink
orange juice.” (A picture of breakfast will be taped next to brushing teeth, showing sequential order)
 “Finally, I pick out my clothes for the day and get dressed.” (Last picture will be added to the board)
 While telling the story, the teacher is modeling how to use the words of first, then, next, finally to
demonstrate proper retelling.
 Teacher will say, “notice how I only told you the really important details from my morning. I didn’t
include everything that happened from the moment I opened my eyes to sitting here telling you this
story. My audience only needs to know the key details, such as putting on my clothes but not that I put
my left leg in first and then my right!”

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: By modeling, using hand gestures and using pictures to aid in the story, this is making
sure they can hear and visualize what happened in the story
IEP Student: Student is sat next to capable partner. Teacher using hand signals, gestures, pictures is
providing extra support for student

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
 The teacher will begin taking down the pictures taped on the board and the pictures will fall and scatter
on the rug where the students are sitting.
 Say, “Oh no!! Oops! Let me pick these up and put them back on the board.”
 Teacher will gather the pictures and tape them back on the board in incorrect order.
 Teacher will look at pictures and say, “oh good, does this look like it makes sense? Is this how I told
you my story?”
 Teacher will then have the kids help in retelling the story in the correct order modeling the appropriate
words. “What was the first thing that happened to me?”
 As students assist in the retelling of the story, the teacher will put them back on the board in the
correct way. “If I had told you, I put on my clothes, woke up, ate cereal, looked outside, noticed my
room was messy, brushed my teeth, yawned and so on, would my story be confusing to you?” It is so
important to retell a story in the correct order, using only key details, so that the audience knows
exactly what happened and only knows the important stuff.
 Teacher will have graphic organizer on document camera that students will use when released for
independent work.
 Teacher will model, with help from students, putting into writing the morning routine that the class just
retold together.
 The students will be able to watch how teacher begins filling out graphic organizer to ensure they
understand what is expected of them.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: students are sitting next to capable partner that will help and assist in partner discussions,
teacher will put sequence words of first, then, finally on board to help facilitate discussions
IEP Student: Students are sitting next to a capable partner that helps and assists in partner discussions. The
words first, next, then, finally are on board to help student. Teacher will be walking around and assisting in
conversation. Give student time warning when time is up.

Independent Practice: How will you provide students opportunities to master what you taught them?
 Teacher will have students turn and tell rug partner what they did this morning before coming to
school. Teacher will listen and reiterate something that a student says and compliment the way the
story was told using key details and in an order that made sense for their partner.
 Students will now retell their story on to the paper that teacher will provide for them. Paper includes
boxes for pictures, with words first, next, last.
 Students are to write the retelling of their story on the paper and use pictures to assist.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students will be given a worksheet with the words first, next, last labeled next to each box
to help students. Students are able to draw their story and write what they can. Teacher will go around and
check in with each student to have an anecdotal record of the student’s retelling.
IEP Student Student is provided worksheet with first, next, last labeled next to each box to help student.
Student is able to draw morning routine in correct sequence and write down what they can. Teacher will be
walking around guiding. Time warning will be provided for student so student knows when time is up.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Students will finish their drawings and retelling of their story. Teacher will ask students to return to the rug and
remind them the importance of retelling only key details in the correct sequential order. Tell students that what
was practiced today will be put into use the next day when reading a specific story.

Name: Lindsey Piro

Lesson # 2 of 4 Title of Unit and Lesson: Retelling the story Corduroy
Duration of Lesson: 25 minutes Grade Level(s): 1st grade Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Students will retell a story using sequencing terms and key details

Related Skills (skills that support the use of the strategy): Retelling beginning, middle and end

Content Focus: Corduroy

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CC.SS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson
CCSS.ELA-LITERACY.W.1.3: Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

ELD Standards
ELD.PI.1.6 EMERGING: Describe ideas, phenomena, and text elements based on understanding of a select
set of grade-level texts viewing of multimedia, with substantial support
ELD.PI.1.6 EXPANDING: Describe ideas, phenomena, and text elements in greater detail based on
understanding of a variety of grade-level texts and viewing of multimedia, with moderate support
ELD.PI.1.6 BRIDGING: Describe ideas, phenomena, and text elements using key details based on
understanding of a variety of grade-level texts and viewing of multimedia, with light support

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will be able to retell beginning, middle and Informal: student responses while teacher fills in
end using details from the story Corduroy anchor chart for beginning, middle, end

Students will be able to write details in correct Formal: Students written notes and responses on
sequence from the beginning, middle and end of story Sequence Snake graphic organizer

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Retell – students will retell details from beginning, Sequencing, first, then, next, last, finally
middle and end of the story

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Corduroy by Don Freeman
Beginning, Middle, End anchor chart
Markers for chart
Sequence Snake Organizer
Pencils
White board

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have been focusing on their retelling skills and only sharing the key details within retelling. As a
class, the students have been focusing on the importance of friendships and being kind despite differences.
By reading Corduroy, the teacher is tapping into prior knowledge of discussions in the classroom. This story
will directly relate to friendship regardless of differences, that the students will be able to benefit from.
Students practiced the day before using retelling language and drawing/writing their own experiences in
sequential order to prepare them for retelling a read aloud

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will transition from their writing workshop at their desk to join
will you transition students from the prior teacher on the carpet. Teacher will play a song that signals students to
activity/learning to this lesson? How will clean up and transition activities, this type of transition is used daily in
you incorporate or build on students’ prior the classroom.
knowledge? (Review.)
Hook/Purpose for Learning: What Tell students: “Remember when I told you my story yesterday and how
experiences/backgrounds and/or interests important it was that I told you what happened in the correct order and
do students bring that could be used to used specific details? Then you told your story to your partners and
excite students to the activity? How will you how important it was that you told it from beginning, middle to end?”
set learning expectations for your students?
The teacher will tell the class that today during read aloud, they are
(Introduce)
encouraged to think the entire time about what happens first, then in the
middle, then the end and the key details that happen during those
times.
Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
 Students will be on the carpet and the teacher will have the book Corduroy.
 Teacher will tell students that all good readers start thinking about the story before actually reading it,
“I notice this is a bear on the cover…. I notice that it is missing a button on his overalls. I wonder what
is going to happen.”
 Good readers also stop and ask questions throughout reading a story to check for understanding, to
better retell a story.
 The teacher will read the story with specific stopping points for discussion and clarifications at the
beginning of the story, middle and end.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: By modeling thinking aloud and stopping at specific spots in the story to point out
beginning, middle and end, this is ensuring students are having a chance to hear about the story in a variety
of ways. Students are placed next to more capable peer to assist in turn and talks.
IEP Student: Modeling thinking aloud, stopping throughout the story for specific parts to talk about beginning,
middle and end is providing extra support for the student to have time to process the story. Student is placed
next to capable peer to assist in partner discussions.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
 While reading the beginning, teacher will ask the students, “what is happening right now? Who is
Corduroy? Show me with your face how Corduroy is feeling right now in the beginning (sad) What do
we know about him so far if we wanted to tell someone about the beginning of the story?” Teacher will
have students turn and talk with their partner for this time.
 As teacher approaches the middle of the story, teacher will check in with students asking, “now what
has happened? What is Corduroy looking for? (his button) Where is he looking for it?” Teacher will
ask students to turn and tell their partner what has happened in the middle of story.
 Teacher will continue to the end of the story, “Students, what happened at the end of our story? How
is Corduroy feeling now?”
 Teacher will then put “beginning, middle, end” anchor chart on board that is blank. The class will
work together to fill in each section discussing key details of what happened throughout the story.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: They have specific partners chosen to help them during partner talks. By bringing the
class back as a whole and going over the retelling together I am ensuring they hear it multiple times
IEP Student: Student is placed next to specific capable partner to assist in partner discussions. Teacher will
go over as a class what partners discussed and reiterate any main points so that the student is hearing it
multiple times.

Independent Practice: How will you provide students opportunities to master what you taught them?
 After the class has filled out the “beginning, middle, end” anchor chart together andhad the time to
turn and talk with their partner
 Students will go back to their seat to fill out the Sequencing Snake graphic organizer filling in
beginning, middle and end.
 Students will be working at their desk but able to talk with seat partners.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students have assigned seats where they are partnered with a more capable peer.
Students will be encouraged to work together. The anchor chart will still be hanging up with what the class
had gone over in detail beginning, middle and end for the students to refer to and use while filling out own
individual graphic organizer. Teacher will be circling class and checking in with students, assisting where
needed. Students can draw pictures if need be.
IEP Student: Students are next to a partner that is capable and helps. Students are encouraged to work
together. The anchor chart will be up for student to refer to, the teacher will be walking around assisting when
needed. Student can draw pictures to help with words.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Once students finish filling out graphic organizers at their desk, teacher will ask students to return to the
carpet. As a class, they will go over the anchor chart they filled out together hitting on the key details of each
beginning, middle and end part.

Name: Lindsey Piro

Lesson # 3 of 4 Title of Unit and Lesson: Retelling the story Corduroy
Duration of Lesson: 25 minutes Grade Level(s): 1st Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Students will retell a story using sequencing terms and key details

Related Skills (skills that support the use of the strategy): Identifying key details and meaning

Content Focus: Corduroy

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CC.SS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson

ELD Standards
ELD.PI.1.6 EMERGING: Describe ideas, phenomena, and text elements based on understanding of a select
set of grade-level texts viewing of multimedia, with substantial support
ELD.PI.1.6 EXPANDING: Describe ideas, phenomena, and text elements in greater detail based on
understanding of a variety of grade-level texts and viewing of multimedia, with moderate support
ELD.PI.1.6 BRIDGING: Describe ideas, phenomena, and text elements using key details based on
understanding of a variety of grade-level texts and viewing of multimedia, with light support

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will be able to tell how main character felt at Formal: student written responses on paper provided
end of story and why relating to lesson from story to them

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Interpret – students will interpret how main character Retell, key details,
feels relating to lesson of story “I think ______”

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Corduroy by Don Freeman
Beginning, middle, end anchor chart
White board
Student paper to be filled out
Pencils
Markers

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have been practicing retelling skills and focusing on key details when doing so. They have been
read the story Corduroy, discussed it, and created a graphic organizer going over beginning, middle and end.
As a lesson that hits across any subject, the students have been focusing on the importance of friendships
and being kind despite differences. By reading Corduroy, the teacher is tapping into prior knowledge of
discussions in the classroom. This story will directly relate to friendship regardless of differences, that the
students will be able to benefit from. With this being said, the students should be able to identify how the
main character feels by the end of the story.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will transition from their writing workshop at their desk to join
will you transition students from the prior me on the carpet. I will play a song that signals students to clean up
activity/learning to this lesson? How will and transition activities.
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What Tell students: “Yesterday we read the story Corduroy and we really
experiences/backgrounds and/or interests focused on the beginning, middle and end and important details. Today
do students bring that could be used to we are going to reread the story, like good readers, and see if there is
excite students to the activity? How will you anything we missed.”
set learning expectations for your students?
Tell students that today, they have an important job. In books,
(Introduce)
characters always learn and feel a certain way by the end. The
students need to be “detectives” today in order to find out how Corduroy
is feeling at the end and why!

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
 Teacher will reread the story to the class so that students have a chance to hear details again.
 While reading the story again, the teacher will be modeling thinking out loud about noticing things that
were missed the day before.
 Say, “Wow! That is something I did not notice yesterday. This is really telling me how Corduroy must
be feeling at this point in the story.”
 By modeling out loud, the teacher is guiding the students in their thinking.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Thinking out loud, modeling exactly the thoughts as story is read, and having this be the
second read of the same story is making sure student is being supported
IEP Student: Teaching thinking out loud, modeling thought process as story is read, using hand gestures,
rereading the story is all providing extra support for student.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
 As a class, the teacher and students will discuss the how Corduroy feels at the end of the story.
 Say, “What did we learn from this story? What does the author want us to know after reading the
story?” Before having the students share as a class, the teacher will have students turn and talk with
their rug partners about what they think.
 Once students are reconvened, they will offer thoughts on how Corduroy feels at the end of story and
lessons learned from the story (it doesn’t matter if you are different, having friends is important, looks
aren’t important)
 Teacher will write down student thoughts to the ‘end’ portion of already created anchor chart.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are placed on rug next to more capable peers to help in partner talks. Teacher
will walk around right students talk to help facilitate conversations. Teacher reiterating comments and
thoughts during talk provide support
IEP Student: Student is placed next to capable partner on the rug. Teacher is walking around facilitating
conversations, reiterating comments made so student hears it more than once.

Independent Practice: How will you provide students opportunities to master what you taught them?
 Teacher will introduce print out for students to fill out at their desk.
 Teacher will show students that by looking at anchor chart, they will be able to refer back and write
how Corduroy felt at the end of the story.
 Students will be asked to draw how Corduroy felt at the end of the story, and to write how he felt
and why.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are able to draw how Corduroy feels at the end of the story. Students will also
be provided sentence frames to assist in writing if possible. Teacher will pull small group to assist students
during this activity and talk with them through it to understand what they want to put on paper.
IEP Student: Student is able to draw how Corduroy felt at end of story, and will be provided sentence frames.
Teacher will pull for small group to assist during activity and understand what the student wants to put on
paper.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
 Teacher will have students put this paper in their desk once complete.
 Students will be asked to return to the carpet where as a class, they will revisit the anchor chart that
was made today.
 Remind students that when we finish reading a book, we always ask ourselves what we learned from
it.
 Have a few students share out again what they put on their paper at their desk of how Corduroy felt.

Name: Lindsey Piro

Lesson # 4 of 4 Title of Unit and Lesson: Retelling the story Corduroy
Duration of Lesson: 30 minutes Grade Level(s): 1st Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Students will retell a story using sequencing terms and key details

Related Skills (skills that support the use of the strategy): Identifying beginning, middle, and end. Sequencing
story in appropriate order, using only key details from story

Content Focus: Corduroy

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CC.SS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson
CCSS.ELA-LITERACY.W.1.3: Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.

ELD Standards
ELD.PI.1.6 EMERGING: Describe ideas, phenomena, and text elements based on understanding of a select
set of grade-level texts viewing of multimedia, with substantial support
ELD.PI.1.6 EXPANDING: Describe ideas, phenomena, and text elements in greater detail based on
understanding of a variety of grade-level texts and viewing of multimedia, with moderate support
ELD.PI.1.6 BRIDGING: Describe ideas, phenomena, and text elements using key details based on
understanding of a variety of grade-level texts and viewing of multimedia, with light support

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will be able to retell Corduroy in their own Informal: Student responses when assisting teacher in
words using writing from beginning, middle to end writing retelling of modeled assignment
using key detail Formal: Students picture sequence and written out
retell of the story from beginning to end

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Retell – students will identify key details to include in First, then, next, finally
written retelling of story Ability to sequence images
“First, _______, then ________, next______”
Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Document camera
White board
Beginning, Middle, End Anchor Chart
Markers
Pencils
Retelling Papers for students
Corduroy by Don Freeman

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have read the story Corduroy the past two days as a class. They have gone over the story in depth,
going over key details, filling out anchor chart and own personal graphic organizer, as well as draw out/write
how the character felt at the end of the story. The students have graphic organizer to refer to, as well as the
anchor chart, but have not had the opportunity to write out the retelling on their own yet. Students have no
mastered this skill yet and it is a work in progress, which is why images from story are being provided for
students to assist in remembering key details.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will transition from their writing work shop to focus on this
will you transition students from the prior lesson. Students will hear a familiar song that signals for them to clean
activity/learning to this lesson? How will up their area and come to the carpet to begin something new.
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What Students will be gathered on the carpet.
experiences/backgrounds and/or interests Say: “Friends, we have really been working hard on retelling and
do students bring that could be used to picking out the key details from the story Corduroy. Today is the last
excite students to the activity? How will you day we will be focusing on this particular story, but not this particular
set learning expectations for your students?
skill! Today we get to show off everything we’ve been learning and
(Introduce)
retaining by reading this story. Are you up for the challenge to write out
the retelling of this story so someone that hasn’t read it, would
understand it?”

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
 The teacher will direct attention to the anchor chart that the class has been building off of. The
teacher will first model retelling the story aloud just by the notes that they have gathered on the anchor
chart
 Teacher will introduce worksheet that all students will eventually complete at their desk, by using the
doc cam. Teacher will show cut out images from the story and explain to the class that these are to be
put in sequential order (think back to when we told morning routine in the right order!) and also help
remind of key details. Teacher will model and think aloud while working through the process of figuring
out which picture should be glued first.
 Teacher will glue picture down in first box, then use the picture to remind of key details, look at anchor
chart, and refer to snake sequence graphic chart. (All tools that the students have access to)
 Teacher will model writing, “In the beginning, Corduroy is a bear that lives in a store. He really wants a
home.”
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are sat next to more capable peer. Teacher is modeling exactly how they would
think aloud, pointing out all the different visuals and tools to help student succeed in this assignment. By
modeling specifically what to write, this is giving the student extra support.
IEP Student: Student is sat next to capable peer. Teacher modeling exactly how to do first box, using
pictures, words, gestures, is providing support for student with different visuals and tools.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
 Teacher will think about the second box and which image should be glued in that spot to start writing
the next part of the retelling.
 “Can you turn and tell your partner which image you think I should glue here and what happens next in
the story?”
 After students turn and talk, teacher will call upon a student to tell which part in the story comes next
and what key details go with it.
 As the student is explaining and thinking aloud the key details that should be written next, the teacher
will be writing it out on the paper under the doc cam for all students to see.
 “Next, a little girl wants to buy Corduroy but can’t because he is missing a button.”
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students are paired with a more capable peer. Images will be put up so students can
refer to the appropriate image that needs to be glued next, if coming up with the words are too hard. Having
teacher model and reiterate thoughts said by student, write out explicitly what happens next in story is
providing students with extra support in different ways.
IEP Student: Student is paired with more capable peer. Pictures are being used to provide more visual
support for student, teacher is modeling writing and reiterating thoughts said by other classmate.

Independent Practice: How will you provide students opportunities to master what you taught them?
 The teacher has now modeled two key details retelling parts from the beginning of the story.
 This will remain on the doc cam, the anchor chart will still be hanging, students will have access to
their sequencing snake graphic organizer.
 Students will now have the opportunity to go back to their seats and write in their own words the
retelling of Corduroy using the pictures and writing.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
English Learners: Students will have visuals such as the teacher’s models, the anchor chart and graphic
organizer to assist them. These students papers will have sentence starters on them to support students.
The images to be glued are really there to provide extra support to students so that if they cannot write out the
retelling, they are able to put pictures down in correct retelling order and write out what they can. Teacher will
pull small group to work more closely with these students.
IEP Student: Student has visuals from anchor chart, teacher’s written copy under doc cam, pictures to help,
and sequencing snake. Picture are there to help student retell and show understanding of correct
sequencing. Teacher will pull small group to work more closely with this student.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Teacher will bring students back onto the carpet. The teacher will have a discussion with the students
bringing them back full circle to day one addressing how we started this process. Remind students that
retelling is not an easy task and they have been working extremely hard at it this week. Remind students that
when retelling a story, they are to only focus on key details as they did this week for Corduroy.