Elementary Education Lesson Plan Template

Student Name: Courtney Goodloe

Grade Level: 1st
School and Mentor Teacher Name: Venable Mrs. Hunter
Date of Lesson Enactment: 2/29/15
Will your university supervisor observe this lesson? No
Topic
Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)
We can communication tell and retell stories, relay important information, express feelings and
ask and answer questions using oral language.
Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)
How can I use different forms and types of language to convey stories, information, feelings, and
ask/answer questions?
Primary Content Objectives:
Students will know: (facts/information)
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Oral sharing involves the student sharing information and their peers responding
positively.
Retelling a story requires the use of a logical sequence.
Oral language can be used to entertain and inform.

Students will be able to do: (skills and behaviors)

-

Verbally express ideas, memories and feelings.

Speak to one another, and listen to each other at appropriate times during lessons.
Use clear and audible voice while speaking.

Related state or national standards:

1.1 The student will continue to demonstrate growth in the use of oral language.
b) Tell and retell stories and events in logical order.
e) Express ideas orally in complete sentences.
Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)
-

Formative assessment: Teacher observation of participation in morning meeting

o Look for: students sitting quietly and looking at the speaker while listening and
students standing and making eye contact with peers while speaking
o Listen for: students speaking in at an indoor voice level at a moderate speed while
sharing and students providing positive affirmations and feedback to peers sharing
while listening

Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)
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Morning message on chart paper

Marker to add to morning message
Pointer for reading morning message

Key Vocabulary and Definitions:

-

Rhyme: words that end with the same sound (like blue and you)
Weekend Share: an opportunity to share with the class the most important event of your
weekend
Clear and audible: the way our voices should sound when we speak they should be
loud enough for everyone to hear, but not so loud that it sounds like screaming
Eye contact: As we share our weekend events with each other, you should be looking at
the people you are speaking to, your classmates.
Dr. Seuss: An author who typically writes childrens stories that rhyme. He also
occasionally makes up words in his books.

Lesson Procedures:
1. Introduction and goal orientation:
- Students will transition from morning responsibilities to the carpet. Teacher will gather
students attention after the morning announcements by saying Good morning class.
They will respond, Good morning Ms. Goodloe, Good morning Ms. Bendick, Good

morning Mrs. Hunter and Good morning Mrs. Houchens. This is a familiar routine, so
students will respond accordingly.
Teacher will ask students to transition to the carpet. The teacher will remind students to
walk to the carpet quietly and sit in a spot that will encourage them to be focused. First,
the teacher will ask the girls to put their Calendar packet and green paper away and sit on
the carpet. Then, the teacher will ask the boys to put their Calendar packet and green
paper away and sit on the carpet.
Once all students are seated on the carpet, the teacher will greet the class.
I noticed you all quickly seated yourselves on the carpet. We are going to get started
with morning meeting.

2. Connecting to prior knowledge and experiences: (Questions or activities that help

students make links)
- Teacher asks student if they know what is happening this week/ what famous author has a
birthday this week.
- Students may respond that it is Dr. Seusss birthday/ Read Across America week.
3. Tasks and activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)
- Greeting: Squeeze
o Ask a student during morning unpacking to be the person to start the squeeze.
o Tell students we are going to do the squeeze and that the teacher has already
selected someone to start the squeeze. Remind them to squeeze gently. Encourage
them to be quiet during this exercise, closing their eyes if they would like.
o Students stand in a circle holding hands. The pre-selected student will start the
squeeze. They will gently squeeze the hand of the person next to them, then that
person with squeeze the next persons hand until the squeeze makes it all the way
around the circle.
o When the squeeze makes it all the way around the circle, teacher will transition to
weekend share.
- Group Activity: Weekend Share
o Remind students of weekend share expectations (speak in a clear voice, listen
silently while others are speaking, sit on their bottom, and pass if needed).
o Around the circle, students share one exciting event/memory from their weekend.
o Students can pass if needed.
- Morning Message: The teacher will lead the class in chorally reading the morning
message. The morning message will read as follows:
o February 29th, 2015
o Dear students,
We are reading Dr. Seuss books all week in honor of his birthday. A Dr.
Seuss quote is You have brains in your head. You have feet in your shoes.
You can steer yourself in any direction you choose. Lets think of five

more words that rhyme with choose or shoes. 1. ______ 2. _____ 3.

______. We will be reading Dr. Seuss books all week!
- Ms. Goodloe, Ms. Bendick, Ms. Hunter, and Ms. Houchens
Teacher will point along as the class chorally reads the morning message.
Teacher will call on students to fill in rhyming words. Teacher will remind
students that she will only call on friends who are seated and quiet with
their hand raised.
Students may respond with words like: cruise, choose, news, dues, fuse,
whos, twos.
If students provide non-sense words, I will accept them, explaining that
Dr. Seuss often made up words in his books to rhyme. Ask students who
read his biography if they remember reading about words he made up.
Allow them to share those words if they remember them.
4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip)
a. Thank students for participating in morning meeting.
b. Remain seated as Ms. Bendick comes up to read you all a Dr. Seuss story!
c. Allow Ms. Bendick to come forward and take control of the class.
Accommodations for individual differences: (How will the lesson be differentiated to support
diverse learners? Describe additional supports that can be used for re-teaching if needed, and a
challenging extension for students for demonstrate mastery quickly or show evidence of a lot of
prior knowledge.)
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Students can pass if they do not want to share about their weekend.
I will ask students about their weekends while they unpack so that they can begin
thinking about it before coming to the carpet.

Behavioral and organizational strategies: (What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?)
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If students are being disruptive with their neighbor, I will instruct them to switch spots
with another student.
I will prepare the morning message ahead of time on chart paper so that it is ready to
read.
I will remind students of behavior expectations before beginning morning meeting
activities.
If students are struggling to be quiet and peaceful on the carpet, I will remind them of
behavior expectations and ask a pair of students to model the expected behavior.