The follow 3 points need to thought about before you create your lesson plan.

a. Important Facts: Know how to read their amazing words and sight words. Expository text is a
non-fiction text that tells us about real people, places, or things. To compare and contrast
means to tell how two things are alike or different. Authors Purpose is the reason why the
author wrote the story (to inform or to entertain).
b. Key Concepts: How insect communities are like a community of people? Students would
compare and contrast. They would also learn how to use questioning as a tool during reading.
Students will learn how to read the amazing words and sight words.
c. Skills students need for lesson and skills taught: Students will be able to identify comparisons
and contrasts between apples and oranges. Students will also know the two common examples
of authors purpose (to inform and to entertain). Students will also be able to define an
expository text and identify them.
I.

Demographic Information
The following should be given:
a. Student Teachers Name: Laila Ali
b. Grade Level: 1st grade
c. Topic: Reading/Daily 5
d. School: Washington Elementary
e. District: Wyandotte Public Schools
f. Lesson Plan Title: Comparing and Contrasting Honey Bees and People
g. Duration: (estimate how long your lesson will take to teach): 1 hour
II.
Objectives
SWBAT listed and should demonstrate the following:
-Identify comparisons between apples and oranges>
-Identify contrasts between apples and oranges.
-Read the amazing words and sight words.
-Identify authors purpose
-Identify the text as an expository text
III.
Common Core Curriculum
The following should be explained:
a. List the Common Core objectives used in the lesson
CCSS Language 5.c Identify real-life connections between words and their use.
CCSS Informational Text 3: Describe the connections between two individuals, events, ideas, or pieces of
information in a text.
CCSS Foundational Skills 3.g. Recognize and read guide appropriate irregularly spelled words.
b. Explain why you decided to teach this lesson and how it is theoretically sound.
I decided to teach this lesson because it is a part of their new reading program. Students have specific skills
they need to cover each day and a main selection for every week. Students are taught through mini-lessons
and small groups. During small group instruction, students are doing Daily 5 activities: read to self, read to
someone, work on writing, listening to reading, and word work. It incorporates the skills (compare and
contrast, and questioning) that is students need to master in the first grade.
c. How is the content relevant to students?
Students are used to reading selections and discussing them in class. The content is what they are learning
about this whole week. Students are reading about insect communities and relating them to communities of
people. The main selection and the small group leveled readers all discuss insect communities. Students are
also learning about expository text and the different topics that can be covered.
IV.

Learning Resources and Materials

The following should be explained:
a.

List appropriate materials: list all items

Smart board
Main Selection online (Computer)

 White Board and markers

Leveled readers: Honey, Bees and Beekeepers, Learn About Worker Bees
Worksheets for each leveled reader
Amazing word and sight word cards
b. List resources
Foresman, S. (2013). Reading Street Grade 1.2 Teachers Manual. New Jersey: Pearson Education, Inc.
c. List technology: this could include computers, televisions, tape recorders,
calculators
Computer and Smart board
d. Bibliography
Foresman, S. (2013). Reading Street Grade 1.2 Teachers Manual. New Jersey: Pearson Education, Inc.
V.

Teacher Procedure/Lesson Development

a. Introduction
1. Anticipatory Set- To motivate my students, I will ask them to take a

deep breath and exhale. I will have them get up and do a couple of
stretches with me and then ask them to sit down. I will begin by
saying, Ok boys and girls, before we begin our new lesson today, I
want to review what we have learned so far about multiplication. (I
will hold the orange cones and tell students that they will get one if
they answer the questions correctly). I will ask the questions listed
below. Students get an orange cone (which is equivalent to a piece of
candy at the end of the day) for each question they answer correctly.
2. How you will link the lesson to the students prior knowledge
b.Methods/Procedures (Lesson Development)
1. Essential Question: What is the Essential Question used to guide and focus
the teaching and learning? It should match your objectives.
2. Lesson Described in Detail Step-by-Step (This will be lengthy)
3. Type(s) of Teaching Described
a. Direct Teaching: this is where you would do all the teaching -lecture style
b. Inductive/Inquiry Teaching: this is where the students are given a
question or statement that they will attempt to solve by themselves
c. Cooperative Group Teaching: putting children in groups to work
together. These groups should not be more than four or less than
two. Be conscious of the children you are putting together, watch
for learning abilities and social matching. In cooperative grouping,
each child should be given a role during the group activity. This
helps with student accountability.
4. Strategy/ies Listed and Explained (Best Practices)
5. Method of Practice
a. Guided Practicedescribe ways for the students to practice while
you monitor students progress and provide feedback
b. Independent Practicedescribe how students will independently
use what has been taught -- this can be done in class or at home
6. Your RoleDescribe your role.
a. Modeling: explain how you are going to model what you want the
children to do in your lesson
b. Facilitating: your role might be just to watch and give some
assistance to the students.
7. How Will You Implement Varying Perspectives?
8. How Will You Integrate Across the Curriculum?
9. Closure
a. How you will help students summarize what they have learned

b. What are you doing to help students summarize/synthesize

what they have learned and prepare them for the next learning
activity.
TECHNOLOGY USE: DISCUSS HOW TECHNOLOGICAL
TOOLS ARE USED TO DEVELOP AND IMPLEMENT
YOUR LESSON e.g WEB BASED TOOLS: INTERACTIVE
BOARDS AND TABLETS; INSTRUCTIONAL
SOFTWARE;MOBILE DEVICES; APPS, WEB
QUESTS;DOCUMENT READERS.
a. WHAT TECHNOLOGICAL TOOLS
DID YOU USE TO DEVELOP AND /
PREPARE YOUR LESSON?
b. DID YOU USE TECHNOLOGICAL
TOOLS WITH YOUR STUDENTS
TO ENGAGE THEM IN THE
LESSON? EXPLAIN WHY OR
WHY NOT?
c. Accommodations/Adaptations
1. Are there any safety issues that you need to address/ If so explain.
2. How will you differentiate instruction to accommodate your students
individual strengths, interests and needs?
What adaptations in the
environment, materials, equipment, teaching strategies or lesson
objectives will be made when implementing the lesson?
d.Outcomes
1. Describe the criteria by which you can assess/evaluate student
performance.
2. How were the objectives/outcomes reflected in the students work?
3. Did the criteria support the learning objectives?

VI.

Methods of Assessment and Evaluation utilized, such as (these are suggestions):

Questioning
Conferencing
Journal writing
Drawing a model
Technology
Writing a poem or song
Etc.
a. How will you monitor learning using some of the examples above?
b. What did the students learn? How do you know?
c. Did assessment and evaluation provide evidence of student learning (e.g.,
oral/written report, visual representations, or viewing a technology
presentation)?
d. How you will give feedbackis it written, is it verbal?
e. How will you help students summarize what they have learned and prepare
them for the next lesson?
f. Does your evaluation match your objectives?