USF Elementary Education Lesson Plan Template (F 2016)

NAME: Alivia Colver

DATE: October 10, 2016
GRADE: First (1st)
CONTENT AREA: Humanities- Reading
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.1.RL.1.2 Retell stories including key details, and demonstrate understanding of their
central message or lesson.
LAFS.1.RL.3 Describe characters, setting, and major events in a story, using key details

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

State Essential Understanding:

Understanding Central Message of a fictional text; being able to correctly identify it and
support this identification with key details gained from the text

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able

State as a question students can answer:

What is the Central Message in our story? How do we know that is the Central Message?

Given a fictional text, SWBAT correctly identify the Central Message in a story.
SWBAT identify different parts of a story (beginning, middle, and end), as well as identify
key details and elements of the story.
SWBAT understand that details in the text help them identify the Central Message in the
text, correctly identifying 2-3 key details which helped them do so.

USF Elementary Education Lesson Plan Template (F 2016)

to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Identifying central message is an incredibly important skill for students as

understanding a central lesson of a text can be extremely helpful to them in
understanding text they read in the future as a whole. In addition, teaching students to
do so by also identifying key details of the story helps students to identify the many
different parts of a story and their purpose- and help them realize that they all lead into a
central message. This lesson fits in to the larger reading plan this year in simply helping
first graders understand fiction text, the elements of a fictional story, and understanding
its purpose.

Pre-Assessment: Having already discussed central message, teacher will quickly review
with students through whole group conversation; asking all students what central
message is; stopping to either review after, or move on to further discussion and readaloud.
Formatives: Students will complete a graphic organizer as a whole class while we read
where they will record 3 key details from the text and will identify the central message of
the read-aloud story A Fine, Fine School; supporting their answer with those key details
from the text.

Summative: Summative evidence will be collected at the end of the week when students
complete a written assessment on reading content for the week; covering content and
standards which include central message and retelling stories using key details)

USF Elementary Education Lesson Plan Template (F 2016)

What Content Knowledge
is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?

As a teacher, I need to know the different elements of a fiction story; and I myself need
to be able to identify the central message of a text; and how to do so by using supporting
key details from the text.
I must also be able to specifically identify key details from the text, A Fine, Fine School;
which clearly lend to the central message of the text.
Vocabulary outside of central message includes vocabulary in the read-aloud text which
may be difficult for students, and which the teacher may need to pause and review. The
vocabulary terms from this text are: principal, soared, announced, strolled, find, worried,
certainly, proud.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Students should have understanding of what central message is in order to identify it in

our story during this lesson. Having already completed several conversations and lesson
focusing on central message; students should understand what central message is in a
fictional text.
Teacher will ensure students have this knowledge through review of their previous
formative assessments on central message thus far- and will quickly review through a
pre-assessing whole group conversation.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Students may overlook the big picture, or our central message of the story, instead
focusing on the details of the story, and mistaking these small details as the central
message instead. Students may also misidentify the central message, focusing on other
prevalent themes and what could be possible messages of the story

Lesson Implementation
Teaching Methods

USF Elementary Education Lesson Plan Template (F 2016)

(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

In this lesson I will be using guided release through my whole group conversation and
read aloud, collaborative work with students in pairs, and finally having students display
their understanding of this concept.
In this lesson I will also be using methods of whole brain teaching- a more interactive
form of instruction which encourages chunking information for students, interactive
and engaging methods, and the practice of students teaching each other.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in

5-10
mins

20-30
mins

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
*This lesson ended up taking place over the course of two days due
to the length of the text- and so this lesson has been altered due to
the changing timeline and methods; being split up over two days in
the middle of the read aloud itself.

Teacher

Teacher

Teacher will call students as a whole group to the carpet. Here,

teacher will discuss central message with students and quickly
review what central message is; reminding students it is the main
lesson the characters learn and that we also learn from the text as a
reader. We will also review key details- and the knowledge that we
can gain information and details about our story from both the
illustrations and the text. Teacher will then set the purpose for
learning, that students must identify key details and then interpret
what the central message is based on these details.
Teacher will complete read aloud of A Fine, Fine School; while
students follow along in their individual copies- pausing to discuss
vocabulary and details seen from the text. Teacher will monitor
these stopping points by previously taken notes in the text in order
to help guide students to these key details and the central message.

USF Elementary Education Lesson Plan Template (F 2016)

the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

5
mins

5
mins

What will you do if

Students

At these stopping points the teacher will prompt students or ask

them to teach their partner (Teach, OK) about what we just read and
the importance of it. The class as a whole will discuss and review
these ideas, while the teacher guides students towards correct
understanding of the key details from the text. During this
discussion, students will be filling out the key details portion of their
graphic organizer.

Students
After completing the read aloud, the teacher will hold turn-and-talk
with students where they will discuss central message with a
shoulder partner, as well as the different key details which helped us
identify central message.

Students will be released back to their desks where they will

complete the formative assessment on central message- completing
the central message portion of the graphic organizer.
a student struggles with the content?
If a student struggles with the content, this students will be pulled aside into a small
group setting with the teacher where they will be provided with explicit scaffolding and
prompting while re-reading the text in order to help students understand the key points.

What will you do if

a student masters the content quickly?

If a student masters the content quickly I will ask them to think of and begin writing their
own fictional story with an important central message they would like the reader to learn.
If a student needs even further extension I may ask the student to compare their school
to the school in the text A Fine, Fine School and explain to me which school they would
rather go to and why- introducing students to beginning ideas of opinion writing.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This read-aloud book A Fine, Fine School discusses an elementary school-something all of
these students can easily connect to. In further lessons, students will be directly
comparing the school from the text to their own; further developing ideas on central
message and key details; then moving into developing opinion writing.

USF Elementary Education Lesson Plan Template (F 2016)

If applicable, how does this lesson connect to/reflect the local community?
AGAIN, THIS READ-ALOUD BOOK A FINE, FINE SCHOOL DISCUSSES AN ELEMENTARY
SCHOOL-SOMETHING ALL OF THESE STUDENTS CAN EASILY CONNECT TO. IN FURTHER
LESSONS, STUDENTS WILL BE DIRECTLY COMPARING THE SCHOOL FROM THE TEXT TO
THEIR OWN; PROVIDING DIRECT REFLECTION ON THEIR LOCAL COMMUNITY AND
SURROUNDINGS.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
X Product
Content
Learning Styles
Readiness
Interest

Explain-
If a student masters the content quickly I will ask them to think of and begin writing their
own fictional story with an important central message they would like the reader to learn.
How will you differentiate instruction for students who need additional
language support?
Process
Product
Content
Learning Styles
Readiness
Interest

Explain-

USF Elementary Education Lesson Plan Template (F 2016)

N/A. There are no students who currently require direct language support.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

C.C.
E.W.
Both students have 504/IEP plans which allot them extra time to work on assignments as
well as to receive extra one-on-one support when necessary
I will sit both of these students close to me during discussion points throughout the text
in order to monitor their conversation and learning; and to be able to easily prompt them
if necessary.
-Text Collection book with story A fine, fine school
-Central Message graphic organizer