UW-Platteville SoE Lesson Planning Template

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Name: Elissa Beadle
Lesson Title: Funny Little Woman
Grade level(s)/Course: First Grade
Date taught: April 25, 2013

GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: The Funny Little Woman
Publisher: Dutton
Date of Publication: 1972
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
This lesson must follow the curriculum of basal series which determines the skills being taught for that
week.

Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
A thirty minute block is devoted to shared reading. This is the first week this topic has been discussed.

Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
The entire class will be included in my discussion.
List any other special features of your school or classroom that will affect the teaching of this
lesson.
Students will be able to see the pictures off of my book as I read it. The Smart Board will be used to show
vocabulary words and also close-ups of the pictures in the book.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students__18_____ Males____7_____ Females____11_____
Students with Special
Needs: Category
Number of
Students
Accommodations and/or pertinent IEP Objectives
Students with IEPs

2
English Language
Learners


Gifted


504


Students with autism
or other special needs


Students with
Behavioral Disorders
1
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INFORMATION ABOUT THE LESSON
Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model
Early Learning Standards

Reading Fiction

Enduring Understanding and/or Essential Question
What clues tell you what a character is like?

GLE(s) or EOC and Symbolic Notation

CCSS.ELA-Literacy.RL.1.3 Describe characters,
settings, and major events in a story, using key
details.

CCSS.ELA-Literacy.RL.1.7 Use illustrations and
details in a story to describe its characters, setting,
or events.

DOK

3



3
Outcome(s)
Students will be able to get clues from a character in a story to understand more about how the character
feels.

Academic Language related to the lesson
Folk Tale
Demeanor

Prior Learning/Prior Thinking
This is the second lesson this week on character demeanor. Students will know what a character is and
can identify them. Students will also know what an action is and can identify it.








LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
Do you remember the book we read previously? Does anyone remember the country that the boy was
from? Today, we will be reading a folk tale that is from that country, Japan. Using the Power Point, the
teacher will then show the vocabulary for the lesson and explain what a character does, says or feels for
different emotions.


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Focus/Purpose Statement
The purpose of this lesson is to assess a characters actions, feelings and things said to determine the
mood.

Procedures
1. Students will be asked to sit on the carpet in front of the Smart Board as the teacher reviews the
expectations of being a good listener.
2. The teacher will introduce Funny Little Woman and inform the students that this folk tale takes
place in Japan.
3. Using the Smart Board, the vocabulary will be introduced and explained to the students. After
this exercise, the main objective of the lesson, determining what the characters mood is from
what he/she feels, says, or acts out, will be introduced using a Power Point.
4. Students will be asked to explain some of the things we say in our everyday life. They will also
be asked to explain some of the things we act out and feel and how they affect our mood.
5. The teacher will then read the folk tale out loud to the students and ask them to read along and
listen for the actions, feelings and what the main character says to assess the main characters
mood at different points in the story.
6. After the folk tale has been read, the teacher will use the Power Point to point out the different
moods of the character in the story. The teacher will read excerpts from the story and ask the
students to determine what clues we have to associating the characters actions, moods, or
feelings to their demeanor.
Demeanor-
Happy- funny little woman who liked to laugh, Tee-he-he-he, and who liked to make
dumplings out of rice.
Excited- Stop, cried the little woman.
Upset/Angry- Ungrateful dumpling, scolded the little woman, as she knelt over and reached for
it.
Stealthy/Sneaky- She looked to the left and right, She ran to the riverquietly she got into the
boat..
Scared/Frightened- When the little woman found the boat stuck in the mud, she was too
frightened to laugh, so she jumped from the boat and began running.
Happy/Content- the little woman was very happy, for, with her magic paddle, she could make
more rice dumplings faster than ever.




Differentiation
For struggling students, I will relate the emotions in this story to the demeanors they have every day. If
the students are struggling, I will give them the answer in a multiple choice form, Do you think it is
happy, sad, or maybe scared?

Closure
After reviewing the different emotions that the character experienced in the story, and the different
feelings, actions and sayings that went along with those demeanors, a solid definition of the contributing
factors in a mood will be established.



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Materials and Resources
Power Point
The Funny Little Woman retold by Arlene Mosel


Classroom Management/Democratic Practices
The students will be guided through the lesson by a pre-determined set of questions to keep their attention
and involvement in the lesson. Students will be asked what a good listener is and will be asked to follow
and show their understanding of what a good listener is during the lesson. Students will be asked to raise
their hand to share answers. Students will be asked to move their clothespin down (after a verbal warning
has been given) if they are not following the rules and cooperating. Students that follow the example of
what a good listener will be positively reinforced in order to encourage the rest of the students to follow
their example.



ASSESSMENT
Before the lesson
Gathering information about student knowledge
Students will be asked if they remember where the boy from the previous story is from. They will also be
asked if they know what a folk tale is and to give examples of what a feeling, an action, or something they
say.
Pre-assessment that may be used
none
During the lesson
Informal Formative Assessment
none
Formal Formative Assessment
Students will be asked to give an example of something they do in everyday life that is speaking, acting,
or feeling.
At the end of the lesson
Formative
Students will participate in an active discussion of the demeanors of the character in the story. The teacher
will assess the answers of the student to gauge their understanding of the topic.
Summative
none






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Assessment Rubric

LESSON PLANNING CHECKLIST
Does the plan logically lay out what you will say and do?
Did you include specific questions you will ask to invite, guide, and develop students
thinking throughout the lesson?
What strategies will you use?
Have you included how you will set expectations for student behavior before and during
the lesson (picking up materials; collaborative work time; listening behaviors, moving
from one place to the next, etc.)?
If students work in groups, have you included how you will group them and why that
approach is appropriate to their learning needs?
Have you specified how you will ensure students understand the academic language
needed to succeed during this lesson?
What content-specific vocabulary will you introduce and how will you introduce it?
Do you plan for guided work so that students must use the ideas/skills they learn?
Do you plan for students to independently work with or apply the ideas/skills?
Do you include how you will differentiate for the varying needs of diverse students
(gifted/remedial; ELL; social/emotional)?
How will you collect evidence of students thinking and learning (formative assessments)
during the lesson?
REFLECTION
If you have not had a conference at the completion of your lesson, or if your instructor asks for
this, send a REFLECTION to your practicum supervisor.
In your reflection address each of the following.
1. Focus on student thinking and learning.
2. What was working? What was not working? For whom? Why?
3. Use specific examples of students work, actions or quotes to support your claims.
4. What missed opportunities for student learning are you aware of that happened?
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5. If you could do it over, what might you have done to take advantage of missed
opportunities to improve the learning of students with diverse needs?
6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate
quotes from text or theorists as you analyze and evaluate your work.




















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