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Ruita Coyne

May 11, 2014


1
st
Grade
Content Area: Language Arts
30 45 minutes
Describing Characters in a Story
GOALS
Content Standard: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
o Use illustrations and details in a story to describe its characters, setting, or events
(1.RL.7).
ESOL Goal (Function): Describing people, places, and things
o Using nouns, pronouns, and adjectives students learn to understand and generate oral and
written language with nouns, pronouns, and adjectives.

OBJECTIVES
Content Objective:
o Students will be able to write two sentences describing a character in the book Marcel the
Pastry Chef.
ESOL Objectives (Forms):
o Students will be able to write two sentences describing a character in the book Marcel the
Pastry Chef, using the following sentence frames.
EI: __________ is _________.
Marcel is hard-working.
EA: __________ is _________, but __________ is _________.
Marcel is kind, but the chef is greedy.
Targeted Language Skills:
o Reading: Students will read the sentence frames in order to complete their sentences.
o Writing: Students will write two sentences to describe a character in the book Marcel the
Pastry Chef.
o Listening: Students will listen to the read-aloud and listen to their partners.
o Speaking: Students will speak using the provided sentence frames.


Learning Strategies:
o Describing
o Self-Assessment

PRE-REQUISITE KNOWLEDGE/SKILLS
o Students will already have the vocabulary necessary to describe the pictures.
o Students will have experience working with the sentence frames.
o Students will have experience finding and working in A/B Partners using the 4 Ls (Lean
toward partner, use a Low voice, Look at partner, and Listen to partner).

MATERIALS
o Copy of the book Marcel the Pastry Chef
o Sentence Strips
o Markers
o Poster Paper or White Board to Make Word Bank
o Paper
o Pencils
o Students Writing Journals

PROCEDURE
Anticipatory Set:
o Before showing students the book and in order to hook the students, play a quick game of
20 questions. Tell them that you are going to read a story about an animal that is a chef,
but first you want them to guess what kind of animal it is.
o Have students take turns asking yes/no questions for the teacher to answer to see if they
can figure out what kind of animal the book is about.
Teaching:
o Read the book Marcel the Pastry Chef to the students.
o As describing words are mentioned in the text, with students helping to identify them,
create a word bank to be used with the sentence frames. It may be helpful to color code
them by the character they are describing.
o After reading the bank, introduce the sentence frame. Have it taped to a white board so
you can write beneath each line. Under the first line, write the names of the characters
that students can describe. If color coding words in word bank, use the same colors to
write the names of the characters.
o Once the list of characters is complete, demonstrate completing the sentence frame to
describe a character. A sample sentence may be: Marcel is sneaky. Have students echo
the sentence.
Guided Practice:
o In A/B partners, students will practice the sentence frames. Tell students beforehand that
each partner needs to talk about a different character. Additionally, ask students to
practice the first sentence frame at least once each and then if they feel comfortable try
the harder one. Also, encourage them to work together to complete the EA sentence
frame.
o Remind students of the 4 Ls of partner work.
o Provide students about three minutes to practice and share their sentences with their
partners. If students finish before the three minutes is up, encourage them to give the
other sentence frame a try or share more information about their characters.
o As students are working in pairs, the teacher should be circulating the classroom listening
for students using the sentence frames accurately, providing support, praise and
encouragement.
o Once the 3 minutes is up, bring the group back together.
o The teacher can now use The Talking Stick and have a couple students share their
sentences.
o If students use words that arent yet on the word bank, add them.
Independent Practice:
o As a ticket out the door, students must choose one character to write two sentences about
in their writing journals.
o Reminds students that the word bank is a resource they can use to complete their
sentences.
o Remind students that their sentences should start with capital letters, have finger spaces,
and proper punctuation.
o Once students are finished writing their sentences, have them use the My Writing Rubric
to make sure their sentence begins with a capital letter, has finger spaces, and has
punctuation at the end.
o If students finish before classmates, they can draw a picture of their character or write
more sentences.
Closure:
o Students will participate in Give One, Get One to orally share their sentences with
classmates.

DIFFERENTIATION
ESOL strategies are highlighted.

ASSESSMENT
Informal: Listen for accurate use of sentence frames in A/B partners.
Formal: In a future lesson, students will be able to write a paragraph describing a character that
includes an introductory sentence, two descriptive sentences, and a concluding sentence (will be
heavily scaffolded).

REFLECTION
o Note what students learned in relation to the lesson objective
o Were any changes made to the lesson as it was being taught?
o If teaching the lesson again, what changes should be made?
o After teaching this lesson, what direction should be taken next?

Literacy and ELD Lesson Plan Rubric


Section
Points
possible
Self-
assessment
(First
submission)
Instructor
assessment
(First
submission)
Self-
assessment
(Revised
submission)
Instructor
assessment
(Revised
submission)
Comments
Lesson planning fundamentals
Lesson plan contains all required components/sections as listed on the WOU Lesson Plan
Template Description


0.75 0.75 0.75 .75
ELD and literacy goals
This lesson contains an ELD goal that states a language function students will learn. In the
ELD lesson plan, it is the primary focus of the lesson.
The literacy lesson plan contains an English language arts goal that is related to the ELD
goal. In the literacy lesson plan, it is the primary focus of the lesson.
The goals are taken from the Oregon state standards


0.75 0.75 0.75 .75
ELD and literacy objectives
This lesson contains an ELD objective that directly relates to the ELD goal. In the ELD lesson
plan, it is the primary focus of the lesson.
The ELD objective is measureable and states specific language forms that students will use in
this lesson (i.e. sentence frames). In the ELD lesson plan, it is the primary focus of the lesson.
At least two proficiency levels have language forms (i.e. sentence frames) stated.
Example sentences/responses are provided for each sentence frame.
A literacy objective is stated for the literacy lesson plan. It is measureable and directly relates
to the ELD goal/objective as well as the literacy goal. In the literacy lesson plan, it is the
primary focus of the lesson.


2 2 2 2
Section
Points
possible
Self-
assessment
(First
submission)
Instructor
assessment
(First
submission)
Self-
assessment
(Revised
submission)
Instructor
assessment
(Revised
submission)
Comments
Lesson structure
Anticipatory set: Students will become engaged in the lesson through this "hook"
Teaching/modeling ("I do"): Students have opportunity to see the ELD/literacy objectives
explicitly modeled (including language forms). Teaching/modeling is engaging and
appropriate for student development.
Guided practice ("We do"): Students have opportunity to practice what was modeled.
Guided practice directly relates to the ELD/literacy goals and objectives. The procedures
are clear and would meet the needs of students. Objectives are reinforced via
progression of comprehensible input (i + 1) and scaffolding
Independent practice ("You do"): Students have opportunity to independently practice
what was previously taught in this lesson. The independent practice is appropriate for
student development levels. The procedures are clear and the practice leads towards the
assessment. It is directly related to the ELD/literacy goals and objectives. Objectives are
reinforced via progression of comprehensible input (i + 1) and scaffolding
Closure: Lesson contains a closure component for students to be able to reflect on or
review their learning.

See the note about
how to know which
sentence frame to
use.

4 4 3.9 4
Assessment
Contains and addresses the purpose of all of the following parts of the WOU template:
Informal assessment of Literacy and ESOL objectives
Specific plans for formal assessment that include literacy and ESOL objectives
Criteria specified for assessment(s) to describe what exactly students should achieve


1 1 1 1
ESOL strategies
Appropriate ESOL strategies are made explicit (highlighted or underlined) throughout the
lesson
Strategies are appropriate for all of the designated levels
At least one structured oral practice routine is incorporated
At least two other areas of literacy are purposefully practiced (reading, writing, and/or
listening)


2 2 2 2
Editing, presentation, and timeliness
All lesson plans are edited for spelling and rules of English language
Format specifically follows the WOU Lesson Plan Template
Lesson plan is easy to follow in both content and presentation
Lesson is turned in on time
Brief reflection (at the end of this rubric) is insightful and demonstrates a deep level of
thoughtfulness
Self-scored rubric and lesson information page is also included


.5 .5 .5 .5
Section
Points
possible
Self-
assessment
(First
submission)
Instructor
assessment
(First
submission)
Self-
assessment
(Revised
submission)
Instructor
assessment
(Revised
submission)
Comments
Materials
Additional materials, worksheets, readings, etc. are submitted with the lesson plan
All materials are appropriate for the grade level and language proficiency levels of students
All materials and lesson ideas are properly cited to give the authors credit
All materials needed listed in the lesson plan


.5 .5 .5 .5
Lesson revision
Lesson was revised using peer and instructor feedback. A copy of the first draft of the lesson
plan was included.


.5 n/a n/a .5
Total 12 11.5 11.4 12




Brief (2-3 sentences) reflection on your revised draft (e.g. What went well, what questions you have,
etc.):
Because I only had to fix one thing, it was pretty easy to fix and presented a good question. I think it
would be good to have all students complete the sentence frame, and then challenge everyone to try
the second sentence frame although it may be too difficult for some students. Hopefully, with their
partner, they could complete the sentence frame or maybe with a little guidance from the teacher.