TED 621B Lesson Plan

Grade Scenario chosen: CLASS SCENARIO First GRADE

Lesson Topic: Comprehension

Candidate’s Name: Whitney Lang

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
Identify Grade Level K12 Academic Content Rationale behind the Standard of Reading
Standard: Literature:

Reading Foundational Skills As demonstrated in the first column retelling

stories, remembering details, and finding the
RL.1.2 Retell stories, including key details, and central message is an essential part of being
demonstrate understanding of their central a successful reader. It is important that
message or lesson. students learn how to retell stories, recognize
details, and the central message as this will
Learning Targets be a skill they use throughout the rest of their
Knowledge Targets life to gather information and make meaning
 Students must understand stories can teach of their reading.
us a lesson or convey a message.
 Students must define a detail as a piece of During this lesson, the focus will be
information that aids in comprehension. specifically on students retelling a story
 Students must retell a story, including key including details and the central message.
details.
Reasoning Targets Target students both enjoy reading and
 Students must evaluate details in a story to books. This interest will help to engage these
decide which reflect the central message or two struggling learners into the activity.
lesson Students will be given supports at their level
 Students must determine what message or to help close the gaps. This provides
lesson a story is conveying. opportunity to collect data for the RTI
 Students must explain how the key details process.
reflect the central message or lesson.
Student-Friendly Knowledge Targets It is important to understand the progression
 I know stories can teach me a lesson or send of this standard through vertical alignment.
me a message to help me in my own life. You can see how the standard builds upon
itself and progresses through the grade
 I know a detail is a piece of information that
levels. It is vital that the standard is taught
helps me to understand what I am reading.
and mastery is achieved at each grade level
 I can retell a story, including key details.
so students are prepared and ready for the
Student-Friendly Reasoning Targets
next academic year.
 I know how to listen to a story and decide
which parts are the most important.
 I know how to listen to a story and figure out
what is the message or lesson.
 I can explain how the key details reflect the
central message or lesson.
(Clark County School District, 2017)

Focus Learner:
Students in this class are active and social. The group
dynamic fosters kindness and cooperation.
Collaborative structures have been successful due to
their natural-social nature. Channeling the socialness
into academic-discourse has become a part of daily
routine throughout every lesson. Students are given
reminders of overall classroom expectations through:
Whole-Brain teaching rules, non-verbal signals and
the use of voice level through C.H.A.M.P.S. Students
monitor themselves with the use of a Yacker Tracker
during station rotation. The use of our rewards system
is evident throughout the day with Class Dojo.

Prior Learning:
Students have been focused on the book Are You My
Mother by P.D. Eastman for the previous week.
Students have worked on vocabulary, analyzing
characters, settings, and plot, making connections to
other subjects, close reading to find details and
evidence in the text.

Vertical alignment
Creating bridges from past learning…
RL.K.2 With prompting and support, retell familiar
stories, including key details.
Learning Targets:
Knowledge Targets
•Students must know key detail is a piece of
information in a text that aids comprehension.
Students must know when retelling a story, they have
to include the beginning, middle, and ending in
sequence.
•Students must retell a familiar story, including key
details.
•Reasoning Targets
•With prompting and support students must evaluate
details in a story to decide which are important
enough to include in the retelling of a story.
Student-Friendly Knowledge Targets
•I know a key detail is a part of the story that helps me
to understand the story.
I know when I retell a story, I have to tell the
beginning, middle, and ending in order.
I can retell a familiar story, including key details from
the story.
Student-Friendly Reasoning Targets
•I can listen to a story and decide which parts are the
most important to use when I retell the story (with
prompting and support).
RL.2.2. Recount stories, including fables,
folktales, and myths from diverse cultures;
determine the central message, lesson, or moral.
Knowledge Targets
-Students must know to recount a story is to retell it.
Student must know a fable is a short story that
conveys a moral.
-Students must know a folktale is a story that has
been handed down over a long period of time.
-Students must know a moral is a lesson that can be
derived from a story.
-Students must understand we have a purpose for
reading stories.
-Students must understand stories can teach a lesson
or convey a message.
Reasoning Targets
-Students must determine the central message,
lesson, or moral of the story.
-Students must identify cultural details which help
convey a central message, lesson, or moral.
-Students must determine how the stories, fables,
and/or folktales help to teach a lesson, moral, or
central message.
Student-Friendly Knowledge Targets
-I know to recount a story means to retell it.
-I know a fable is a short story that has a moral.
-I know a folktale is a story that has been told for a
long time.
-I know a moral is a lesson that a story can teach you.
-I know before I start reading a story I need to have a
purpose for reading.
-I know that stories can teach a lesson or convey a
message.
Student-Friendly Reasoning Targets
-I know how to listen to a story and figure out the
message, lesson, or moral.
-I can identify cultural details which help send a
central message, lesson, or moral.
-I can determine how the stories, fables, and/or
folktales help to teach a lesson, moral, or central
message.

Bridge to Future Learning:

RL.2.2. Recount stories, including fables,

folktales, and myths from diverse cultures;
determine the central message, lesson, or moral
and explain how it is conveyed through key details
in the text.
Knowledge Targets
 Students must know stories come from various
cultures and time periods, and they are an
important part of literature.
 Students must know stories can teach us a lesson
or send us a message that relates life and the
world around us.
 Students must know a moral is a lesson that can
be inferred from a story.
 Students must know a fable is a short story that
contains a moral or a lesson to learn.
 Students must know a folktale is a story that has
been handed down orally over generations.
 Students must know a myth is a story that contains
sacred accounts of supernatural beings that can
be used to illustrate a cultural belief.
 Students must know to recount means to retell it.
Reasoning Targets
 Students must analyze text to determine the
central message, lesson, or moral of a piece of
literary text.
 Students must use explicit and implicit details from
the text to explain how the message, lesson, or
moral is communicated.
Student-Friendly Knowledge Targets
 I know stories come from different cultures and
time periods.
 I know stories can teach me a lesson that relates
to life and events around me.
 I know the moral of the story is not usually found
directly in the text but must be inferred using
details from the text.
 I know a fable has a moral or lesson to learn.
 I know a folktale has been handed down over
generations.
 I know a myth contains characters that are
supernatural beings that can be used to illustrate
cultural beliefs.
 I know to recount means to retell.
Student-Friendly Reasoning Targets
 I can analyze details from the text to determine the
message or lesson in a piece of literature.
 I can use details from the text to explain how I
determined the message or lesson.

Behavior Expectations:

Behavior Expectations vary throughout the entire

lesson. During whole group teacher-lead instruction, if
a student has a need, student will utilize class
expectations and non-verbal communication. During
collaboration and We-Do/You-Do students will follow
Classroom expectations and collaboration structure
expectations. Students will have positive
reinforcement of behavior with the use of Class Dojo
during collaboration and independent work.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Rationale:
Learning Targets
Knowledge Targets It is imperative for students to understand the
 Students must understand stories can teach importance of key details, central message,
us a lesson or convey a message. and sequencing events. Students will use
 Students must define a detail as a piece of sequencing to organize their thoughts in
information that aids in comprehension. writing and when analyzing reading as they
 Students must retell a story, including key continue with their education. If you analyze
details. the vertical alignment it is easy to see the
Reasoning Targets importance of teaching this standard. It is
 Students must evaluate details in a story to something that students will continue to use
decide which reflect the central message or in their academic career.
lesson
 Students must determine what message or By having students retell the story through
lesson a story is conveying. use of stick puppets it is demonstrating that
 Students must explain how the key details students understand the importance of the
reflect the central message or lesson. key details and the central message and how
Student-Friendly Knowledge Targets they help make sequencing more meaningful.
 I know stories can teach me a lesson or send
me a message to help me in my own life. It is stated in Chapter 7 that: “because some
 I know a detail is a piece of information that details have to be comprehended and then
helps me to understand what I am reading. remembered in a certain order, readers must
 I can retell a story, including key details. organize them sequentially. These include
Student-Friendly Reasoning Targets historical or biographical events, steps in a
 I know how to listen to a story and decide process, and directions” (Gunning, 2016 p.
which parts are the most important. 308) This quote shows the relevance of
sequencing in every day events such as
 I know how to listen to a story and figure out
following directions which will apply to all
what is the message or lesson.
areas in a person’s life.
 I can explain how the key details reflect the
central message or lesson.
Students will work in partners to help
students build basic life skills. “Given the
Essential Question: How can retelling a story and
importance of life skills for both the quality of
determining the message or lesson help the reader?
life of our students and the health of our
society, we in the educational community
need to re-evaluate our priorities. We need to
Objectives: Students will retell a story in the correct
educate for life skills” (Kagan, Kyle, & Scott,
sequence by including key details and the central
Win-Win Discipline, 2004 p. 20.7).
message.

Conditions: Learning will take place in a 1st grade

classroom. Students will be working in pairs to come
up with a stick puppet show to demonstrate
understanding of the sequence of events using the
details and the central message of the story.

Assessment: Students will be recorded by the teacher

performing their stick puppet show. Teacher will use a
rubric that was previously explained and discussed
with students.

Learning Behaviors: Students will work

collaboratively to create a puppet show demonstrating
their understanding of sequencing events in a story by
using the key details and central message of the story.

Outcome of lesson: Students will work together in

pairs. They will be recorded retelling a story using stick
puppets. They must sequence the story in the correct
order by including key details and the central
message. Student’s will be using the apply level of
Bloom’s Taxonomy. They will be demonstrating their
understanding of sequencing events by using key
details and the central message.
3. Pre-assessment Activity: (What assessments did you conduct/what activities did you engage in
which made you decide that this standard and objective needed to be taught now?)
Pre-Assessment: At this point in the year students Rationale:
will have practiced with multiple texts identifying key This is a more difficult standard to have a
ideas, central messages, and sequencing. I would not simple assessment on. It would be easier to
give them a typical pre-assessment, it would be based base it off of your students previous
upon my previous observations and notes. I would performances and observations while they
however have students do a pre-reading thoughts are having discussions.
sheet. On this sheet students would answer the
following questions about how they feel about each I would spend 2-week total on this book the
statement and then they would draw a picture or write first week will be focused on really looking at
why they feel that way. The statments would be: 1. all the parts of the book and the second week
Mothers take care of their babies. 2. Babies need their would be the project students are completing
mothers. 3. Adventures are always fun and exciting. 4. with partners. Because such time is being
Only bad things happen when you are scared. taken with this book I think it is a good
introductory activity for students to reflect and
Linguistic Background: 8 ELL Students- 6 speak become familiar with themes they will see in
Spanish, 2 speak Korean. The other 14 students the book. This gives them a chance to make
speak English. connections with these and use prior
Academic Language Abilities, Content Knowledge knowledge and personal experiences.
and Skills: 85% of students are at grade level with
phonemic awareness, 80% of students are at grade I would spend time reviewing the central
level with concepts of print, 90% of students can message, key details, and beginning, middle,
identify all letters, 70% can identify all sounds. 4 and end because students have already had
Students are reading at a DRA level above grade experience with them. I want to build
level, 9 students are reading at a DRA level at grade relevancy and reference previous learning
level, and 9 students are reading at a DRA level below that they have done. I also want to make the
grade level. connection that beginning, middle, and end is
Physical, Social, Emotional: Students are very active sequencing so they already know how to
and social. Socioeconomically struggling families. sequence three events.
Socioeconomic Considerations: 70% of students on
free and reduced lunch program. Many parents are
unemployed or working in low level service jobs.
Cultural Considerations: Students engage in few
activities outside of school – many in extended
daycare at school.
Ethnic Diversity: 34% African American, 10% Asian,
21% Caucasian, 35% Hispanic
Health Considerations & Attendance: No known
health concerns. Very good attendance by students.
Interests, Motivations, & Extra Curricular:
Developmentally appropriate interests. High motivation
to read.

Review: To review central message and key details

with students we would look at previous books we
have read and remember what their key details and
central messages were. We would also take time to
say what event happened at the beginning, middle and
end of the story.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments,

modify Learning Activities based on learner characteristics to meet the needs of ELL & special
needs students, highly achieving students and low achieving students; address the needs of the
Target Students identified in the scenario)
Modifications for all ELL. Rationale:
Visual, graphic, or interactive support. Provide sight
words with pictures to help identify the sight words. Building relationships is vital. Teachers
Have an opportunity to discuss individually with the should constantly be working to improve
students the meaning and have the student relate it to relationships with students to help relate to
their selves. When activating back ground knowledge them and assist them when needed.
help the students identify unfamiliar words. Students
can also draw pictures to help convey their ideas. Target students number 1 needs to be paired
During discourse students are given sentence stems to with a partner that she will communicate with
ensure they are using complete sentences. so she gets the opportunity to do the work.
Based on observations students may be
Modifications for Target Student #1: pulled and retaught key concepts to help
Female, age 7 them complete this project.
1.Linguistic Background
Primary home language is English. Target student number 2 needs extra time
2.Academic Language Abilities, Content Knowledge practicing and building vocabulary. The gaps
and Skills. of language can be filled in quickly so that
Retained in kindergarten student is able to catch up.
Phonemic awareness: scored at 40th percentile
Concepts of print: 90th percentile Student needs to be provided extra think time
Letter Identification: identified 10 all letters because she may not have the correct words
Letter Sound correspondence: identified sounds of to express her thoughts. She also needs to
consonants – no vowels be provided sentences stems to help develop
Reads at level B on DRA ( “I see a dog…” language and to give her an opportunity to be
3.Physical, Social, Emotional exposed to complete sentences in
Student is very quiet. conversation and writing.
4.Socioeconomic Considerations Allowing both students to draw pictures of
Lives with parents, 2 older siblings. their answer and then giving an oral
5.Cultural Considerations explanation will allow them to participate
Caucasian even if they are not fluent writers. It will give
6.Health Considerations & Attendance. the teacher a sense of what the students
No known health concerns. Regular attendance understands and does not understand.
7.Interests, Motivations, & Extra Curricular.
Immature for age. Interested in reading and writing.
Student is interested is shy and immature but
interested in ready and writing. She is also the
youngest and may be used to having things done for
her. She may need to be coached on standing up for
herself and voicing her needs.
-For this project, she will be paired with a friend that
she feels comfortable with. That way she will be more
likely to express her ideas and be involved in the
creation of the video.
-Student may need some re-teaching about key
details, central message, and sequencing. This can be
done based on the progress made with her and her
partner. If needed I will take time to reteach to the
students.
-Spend 1:1 time with student during recess to help
build a relationship to help student become more
comfortable in class.
-Student can draw picture and give oral explanation.
Modifications for Target Student #2:
Female, age 6
1.Linguistic Background
Primary home language is Spanish.
 2.Academic Language Abilities, Content Knowledge
and Skills.
Phonemic awareness: scored at 40th percentile
Concepts of print: 75th percentile
Letter Identification: identified 10 lower case and 10
upper case letters
Letter Sound correspondence: no letter sound
correspondence
Enjoys books and looks at pictures
3.Physical, Social, Emotional
Very quiet. Talks some with peers- cooperative.
4.Socioeconomic Considerations
Lives with mother and father,1 younger sibling & 2
older siblings, and grandmother. Parents immigrated
from Mexico - father speaks minimal English, mother
none.
5.Cultural Considerations
Hispanic extended family
6.Health Considerations & Attendance.
No known health concerns. Regular attendance.
7.Interests, Motivations, & Extra Curricular.
Very curious, high interest in reading or writing.

This student presents as a typical ELL student that

needs extra support and will adapt and acquire
language quickly.
-Student needs to spend extra time every day with
teacher developing vocabulary with use of picture
-Student needs to be provided sentence stems for
answer a question and for writing assignments.
-Student should be given extra think time.
-Student can draw picture and give oral explanation

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)
Review: Books previously read in class, theme Rationale:
reflection paper, crayons Relevancy will be built with students by
connecting to previously read text. Students
Explicit Instruction: Are you My Mother, will review finding the key components of
Comprehension Questions, Assigned Partners, those books. Students will reflect on thoughts
planned cooperative learning strategies about the theme of the book to help them
connect to the new story they will be reading.
Independent Practice: Stick puppets, iPad, crayons During explicit instruction students will be
assigned partners and cooperative learning
structures will be used when answer
questions to better understand the story.
Students will need to have assigned partners
at a similar level so students do not get
frustrated and so that one does not do all the
work. Students will need page of puppets,
sticks, and crayons to create their puppets
and backgrounds (if wanted).
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding; what EXACTLY will you teach and how?)
Model: I do Rationale:
Introduce the story to students. Read the entire book
to students. It is important to start on the first day giving
Students will answer basic comprehension questions students an overview of the entire book.
with the support of sentence stems during the first Students should be able to read it all the way
reading of the book through and enjoy the story first. There will be
some basic comprehension questions to
At the beginning of everyday working on this story ensure engagement and understanding of the
students will be taught vocabulary and will participate story.
in small group, whole group, and partner discussions
Possible Discussion Questions: The re-reading of small chunk of text help
Describe how each character is introduced in the students to more deeply understand the
story? sequence, key details, and central message
How do you know the setting of the story? of the story.
How do the illustrations help you to find out what other
objects the baby bird comes across as he is looking for Students will benefit in partner, small group,
his mother? and whole group discussions because they
will better understand what they are reading
CFU: Teacher Observation and hear new ideas about the text.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Rationale:
Guided Practice/Collaborative Practice: Throughout
the first week students will be spending time looking at “During guided instruction, teachers prompt,
chunk of the book and close reading it. Students will question, facilitate, or lead students through
begin to see patterns in the book and recognizing the tasks that increase their understanding
sequence of events, key details, and central message. of the content” (Fisher, 2008).
Each day during the close reading portion students will
have to answer questions. The next days the book will be split into
sections and analyzed for “close reading”
CFU: At the end of each day during the first week students will then be required to reflect upon
students will complete an exit ticket about each section the section read that day and answer and
of the book reviewed. explain their thinking about different parts of
Day 2: Think about a time when you were separated the story. They will need to use specific
from someone you love. How did it make you feel? examples from the text, personal
Why? experiences, or inferences to answer the
Day 3: Think about how the baby bird walks right by questions.
his mother and does not even recognize her. Why did
he not know that she was his mother?
Day 4: Think about how the baby bird goes in search
of his mother. He comes across many types of
transportation. Why does he think these things might
be his mother?
Day 5: The mother bird is gone from the nest when the
baby hatches and then returns to her baby in the nest.
Do you think the mother bird is a good mother or not?
Why?

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough
to work on their own.)
Students will spend the following days creating Rationale:
retelling the story. They will create a puppet show This activity will show if students truly
based upon the story using stick puppets. Students will understand the sequence of the story and the
have to accurately sequence the order of events and central message. They will also have to
explain the central message of the story. demonstrate appropriate collaboration skills.

The puppet show will be recorded by the teacher. The puppet shows will be recorded for use by
the teacher and as closure activity.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)
Rationale:
The video of the puppet show will be the used as the A video will allow for reflection and repeated
assessment. Students will be graded based upon a viewing as needed for students to ensure
rubric (see below) that was previously shown and accuracy of student grades.
explained to students.
Neither target student has an IEP so
Students must all be graded upon grade level therefore they will need to be graded the
standards and expectations. same way as all their peers.

10. Closure: (Describe how students will reflect on what they have learned.)
Students will view others recorded puppet shows. Rationale:
They will then engage in a class discussion giving one Students enjoy seeing their work shown and
compliment and one piece of constructive criticism. will enjoy watching others work. Students will
This will be done through partners talking and the give feedback to their partner but the teacher
teacher listening to feedback. Teacher will then will paraphrase it to the team presenting so it
paraphrase the compliments and criticisms heard. is clarified, accurate, and not hurtful or
attacking.

CATEGORY 4 3 2 1
Respects Others Student listens Student listens Student Student interrupts
quietly, does not quietly and does interrupts once or often by
interrupt, and not interrupt. twice, but whispering,
stays in assigned Moves a couple comments are making
place without of times, but relevant. Stays in comments or
distracting does not distract assigned place noises that
fidgeting. others. without distract others OR
distracting moves around in
movements. ways that distract
others.
Participates Student routinely Student Student does not Student does not
Willingly volunteers volunteers once volunteer willingly
answers to or twice and answers, but participate.
questions and willingly tries to willing tries to
willingly tries to all questions s/he answer questions
is asked. s/he is asked.
 answer questions
s/he is asked.

Sequencing Student correctly Student correctly Student correctly Student has

sequences all sequences 4-6 sequences at least trouble
events in story. events in story. 3 events in story understanding or
remembering the
story. Sequences
2 or less parts
correctly
Visually All aspects of Most of aspects Some aspects of The puppet show
Appealing puppet show of the puppet the puppet show was not well
were visually show were were appealing thought out and
appealing and appealing and and well thought was messy and
well thought out. well thought out. out. unorganized.

References
Division/Literacy, I. D. (2015, May 29th). Grades 1 Through 5 Literacy
Instructional Framework Version 2.0 . Las Vegas , NV, USA.
Engine, C., & Clark County School District . (2017). English Language Arts 3.
Retrieved from Curriculum Engine Clark County School District :
https://curriculum.wiki-teacher.com/
Fisher, D. D. (2008, December ). Effective Use of the Gradual Release of
Responsibility Model. San Diego, CA, USA.
Gunning, T. G. (2016). Creating Literacy Instruction. United States: Pearson.
Kagan, D. S., & Kagan , M. (2009). Kagan Cooperative Learning. San Clemente,
California : Kagan Publishing.
Kagan, S., Kyle, P., & Scott, S. (2004). Win-Win Discipline. San Clemente:
Kagan Publishing. Retrieved from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?project
ID=classroommanagement&clipID=WinWin_865.flv
Rubistar. (2017, September). Create Rubrics for your Project-Based Learning
Activities. Retrieved from Rubistar:
http://rubistar.4teachers.org/index.php
Vanderbilt University. (2017, September). Bloom's Taxonomy. Retrieved from
Center for Teaching: https://cft.vanderbilt.edu/guides-sub-
pages/blooms-taxonomy/