Lesson Plan Template

Mizzou Ed, Office of Field Experiences University of

Missouri, Columbia
Student Teacher Intern: Jessica Bangert Date: 2/27/17
School/Grade: Kennerly Elementary/ 1st Cooperating Teacher:
Shana Padda
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this
lesson

LA.1.RL.2: Retell stories, including key details, and demonstrate

understanding of their central message or lesson.
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular
and student needs

Students will be able to retell a story that they have read.

Assessment (type(s) of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson

An assessment during the lesson, will be when they turn and talk to the
person next to them. I will listen to what the students have to say when
retelling their books.
During my first reading group, I will do a running record on one of the
students in my group to test him on his reading fluency and accuracy.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during, and after the
lesson, e.g. Engagement/Opening, Procedures, Guided Practice, Conclusion
 READING LESSON
1. I will first call tables of students to go get a book that they have read
from their book boxes. I will tell them that it can be any book that
they have read. They will then come to the carpet with that book. I
will instruct them that the book must be on the ground and they are
not supposed to touch it.
2. Once all students are at the carpet, I will express how important it is
for readers to remember the books they have read.
- You all have been reading so many different books lately and
have so many more to read. How will you remember all these
books youve read? So today, Im going to teach you a helpful tip
to remember your books!
- Today, I want to teach that the best way to remember a book is
to tell someone else about it and if you mark the important parts,
it will help you retell what happened.
3. I will then take out the book Iris and Walter and the Field Trip, we
have been working with this book for the past couple lessons so they
are familiar with it.
4. I will then demonstrate how to use Post-its to mark the important
parts of a story and explain how this helps readers remember and
retell the book.
- I will hold up the book and say when Iris and Walter find out they
are going on a field trip to the aquarium, you can leave a post-it.
- When Iris and Walter take a ride on the school bus, I can do. I
will then have the students respond, Leave a post-it.
- And when Iris realizes Walter is missing, we can.. Leave a
post-it
5. I will then show them how to flip through the book and retell the
story based on the sticky notes we put into the book.
6. I will give students a few sticky notes. They can then take a couple
minutes with the book theyve read and mark the book with sticky
notes.
7. Students will then turn and talk to the person next to them and retell
their book. I will give 3 minutes to each student to share.
8. Next, I will add the sticky note to the anchor chart that says, Retell
the important parts.
9. I will then read off to the students where they will be going for their
literacy centers for the day. I will announce which group I will be
calling first.
READING GROUPS
1. I will call my first group over. They are currently reading level I
books.
2. I will then conduct a running record on one student reading the
book In the Jungle River. I rotate who will be reading each time.
 The other two students will be reading the book on their own.
3. I will then talk about the errors the student made on the running
record.
4. I will give students the bubble map worksheet. We will talk about
the important facts we learned from the book. We will then fill in
two bubbles with facts. For example: Manatees stay under water
always. I will inform students to finish the bubble map on their
own and turn it into me tomorrow during reading groups.
5. I will then introduce the book Marvins Woolly Mammoth.
- Today we are going to read a book called Marvins Woolly
Mammoth. In the story Marvin works in the park and he saw a
Woolly Mammoth in the park. He knows he cant have a woolly
mammoth in the park, so lets find out what he does.
6. We will then go on a picture walk.
7. Students will read the book on their own and then slide it to me. I
will listen to each student read a couple pages.
8. I will then call my next group over.
9. They have been working on a plaque (a poster) that they would
place in a zoo about Pandas. I will see how they are doing on that
and give them suggestions that they need to add before they
share with the class.
10. I will then introduce the next book we will be looking at Mr.
Putter & Tabby Fly the Plane.
11. We will take a sneak peak (which we learned last week) by
looking at the cover and the back of the book. I will read the back
to them. I will have them then look at the table of contents. I will
have them predict what might happen in chapter 1.
12. I will have students read chapter 1 and then slide the book into
me. They will read aloud a couple of pages to me each.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet
their needs

I will use whole group instruction for the reading lesson. I will also have
students turn and talk during the lesson. During the reading groups, it will
be small group instruction.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objective
Students will use sticky notes to mark important parts in their books. They
will then retell to the person next to them.
Resources and Materials
List of materials used in the planning of and during the instruction of the
lesson
I will need the ELMO to project the book so all students can see. I will need
the book Iris and Walter and the Field Trip. I will also need to books Mr.
Putter & Tabby Fly the Plane, In the Jungle River, and Marvins Woolly
Mammoth for reading groups.
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning

I will use the ELMO projector to display the book Iris and Walter and the
Field Trip. I will use the ELMO so all students are able to see the book. This
will be the only technology I will be incorporating into my lesson today.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.

When students are talking to the person next to them, I will specifically
check on 4 students who receive reading intervention. These students
have a harder time grasping the reading concepts, so I will check on them
and prompt them when necessary. After the lesson, in reading groups all
students are grouped based off their reading level getting the specific
instruction needed for their level.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students on task and actively engaged

Students will know that when I am talking, they are not. They will know to
raise their hand when they have something to say or answer a question. I
will reinforce raising their hand by giving reminders, such as I will call on
people raising their hands. There is one student in the class that has a
blurt chart. When she blurts out, she knows that she must mark a tally on
her blurt chart. I can get the students attention by saying; clap once if you
can hear me, etc. I will tell the students that if they are playing with their
book in front of them after their first warning, they will be clipping down.
Extensions
Activities for early finishers that extend students understanding of and thinking
about the learning objectives by applying their new knowledge in a different way

During this lesson, students will all be working at the same pace because it
is whole group instruction. During centers, they know that if they finish a
book, they read another one, or if they finish a piece of writing, they write
another one.
Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or
throughout the unit

During reading groups, I will practice having students retell the story. They
will be able to have post-it notes whenever they want to mark important
parts in their books.
Special Circumstances/Focus for Observation/Additional
Information
Any special circumstances of which the observer should be awareAny area or
lesson component that may not have been covered by this format that you think
is vital to include in this lesson