Candidate:

Mireya Palencia

Lesson Plan Form

CSUDH Teacher Education Department
Subject:
Grade Level:
Teaching Date:
English Language
Grade 1
November, 2014
Arts & Literacy

Standard:
Reading Standards for Literature K-5
Key Ideas and Details
3. Describe characters, settings, and major events in a story, using key details.
Standard: Written Language
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
Standard: Oral Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle):
Characters, settings, and major events in a story, using key details will be described. (Concept)
II. Learning Outcome:
Students will describe characters, settings, and major events in a story, using key details.
III. Curriculum Connection (How lesson fits into larger unit sequence):
In the previous lesson, students retold stories, including key details. In the next lesson, students will
identify words and phrases in stories that suggest feelings.
IV. Instruction
A. Engagement (Motivational Activity):
Today, I will read a favorite book of mine, Bone Dog, by Eric Rohmann. But, first, lets look
at the vocabulary words. (Words are charted, will be pronounced with students repeating each
word.)
Why do you think I brought these words to you? (Students must respond in complete
sentences.) As you hear the story, listen for the vocabulary words, listen for the names of
important people or things, and what happens in the story.
Bone Dog, by Eric Rohmann is read.
Which words from our vocabulary list did you hear? Who is Ella? Who is Gus? Who else is
in the story? What happened to Ella? What else can you tell us about the story? Lets see what
else you can tell us about the story
.
B. Instructional Sequence (Teaching Methodology):
Step #1: Name the important characters.
a. In pairs, give the names of the important people or things in the story, be able to tell one
thing that they did in the story.
b. Teacher listens to responses as pairs of students share their information.
Step #2: What happened to Ella?
a. How did Gus act when Ella was gone? What happened to Gus on Halloween? Who
helped Gus? What did Ella do to help Gus?
b. Teacher listens to students responses.

Step #3: Charting responses

a. In pairs, talk about why Gus was worried on Halloween. And after Ella helped Gus
escape the skeletons what did she say? How did Gus react to what Ella said?
b. Teacher charts responses, putting the contributing students name next to the statement.
Step #4: Application Task/Formative Assessment
a. Students complete Gus and Ella worksheet.
b. Teacher collects and corrects worksheet.
Step #5: Summative Assessment
a. Students make journal entries
b. Teacher shares some of the journal entries and has students share their favorite part of
the story.
C. Application Task: Step #4 (worksheet)
The worksheet is divided into 2 vertical columns. Pictures of the main characters in the story
(Gus, Ella, skelletons) are on the left side. On the right side are the following vocabulary
words: friends, old, promise, costume, graveyard, dance, dog, and growl.
Directions: Students are to draw lines from the character to the appropriate vocabulary words.
D. Materials & Resources:
Vocabulary chart
Blank chart for responses
Marking pen
Book, Bone Dog, by Eric Rohmann:
http://100scopenotes.com/2011/09/29/bone-dog-by-eric-rohmann/
Gus and Ella worksheet:
http://www.globaleducation.edu.au/resources-gallery/resource-gallery-templates.html
ELA journals
Pencils
Crayons
Link to the curriculum frameworks: http://www.cde.ca.gov/ci/cr/cf/allfwks.asp
Link to Content Standards (K-12): http://www.cde.ca.gov/be/st/ss/index.asp

V. Assessment Strategies:
Formative: See Step #4, and Application Task.
Summative: In their ELA journals, students will draw pictures of the main characters in the story,
draw pictures of how Gus got help and where this took place. Write one sentence telling your favorite
part of the story, using some of the vocabulary words.

VI. Accommodations for Individual Learners:

For ELL: Working in pairs: Proficient English Learners with ELL to practice oral language
Used visual aids, (ie: charts, vocabulary cards, white boards) and manipulatives as artifacts to
guide student understanding
For visually and hearing impaired students, have them sit in the front of the class.
For hyperactive students: Give them a specific task (monitor/helper)
1-1 assistance
VII. Homework:
None