MASTER APPRENTICE PROGRAM for TEACHERS

Lesson Plan and Reflection Form

Candidate: Becca Frick
Grade Level: 1st

Date: November 22, 2016

Subject: Language Arts

Wizard of Oz Unit, lesson 2 of 3

Number of Students: 22

1 Core Standard/Content Standard:

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
2 Learning Objective/s:

The student achieving below grade level expectations will complete their chart with the help of their
group member and teacher assistance.
The student achieving at grade level expectations will identify three appropriate descriptive words to
describe their character.
The student achieving beyond grade level expectations will identify six appropriate descriptive words to
describe their character.
3 Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed with a checklist for comprehension of character descriptions through
observation. Teacher observations will occur during small group work and will be documented using
the checklist and rating scale of 1 to 5.

Monitoring of Progress: (describe)

Monitoring of progress will occur during review of previous leaning, the group character description
activity, and the small group character description activity.
*List any special accommodations or modifications in the learning plan required by student needs.
Students achieving below grade level expectations will be given more teacher assistance during the small group
work activity.

Why have you chosen this approach for assessment?

I have chosen observation and a checklist with rating scale as the assessment for this lesson
because it is an appropriate and achievable way to assesses this type of activity.

4 Central Focus
Students will continue identifying the story elements
including, setting, character, plot and details through the
story, The Wizard of Oz.
5 Learning Experience Plan

Anticipatory set/Introduction:

Must include, numbered:

1 Gain Attention: Play Were Off to See the Wizard from The Wizard of Oz soundtrack.
2 Review Previous Learning: What happened in our story yesterday? What setting did we
leave off in? What characters have we already met?
3 Motivation: Today we are going to read more of our story and really focus on our
characters.
4 Statement of Student Objective: When we are done today, you will be able to describe all of
our characters in The Wizard of Oz.

Strategies/Methods: (describe steps in instruction)

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Students will listen to the next 1/3 of the story, The Wizard of Oz
Students will describe Dorothy as a class and create an anchor chart on her.
Students will be broken into groups and assigned one of five character, Lion, Scarecrow, Tin
Man, Wicked Witch, or Glinda.
Students will use character trait cards to decide on descriptive words that fit their character.
Students will decorate their character sheet.

Why have you chosen these strategies/methods?

I have chosen these strategies because this class needs more experience working in
small groups. The use of the character trait cards will allow them to not have any
spelling questions and will help their group work together. We have worked on
characters quite a bit prior to this lesson so these strategies will stretch them to a higher
level of thinking.

Closure/Conclusion:

Students will share the words they chose for their characters to create class Venn diagrams comparing
and contrasting the characters.
*List any special accommodations or modifications in the learning plan required by student needs.

Students achieving at and below grade level expectations will be given help with word pronunciation
and meaning on the character trait cards.
6 Supporting Learning:

Materials /Resources needed:

Character web sheets
Character anchor charts
Wizard of Oz storybook
Writing and coloring supplies (pencils, crayons)
Clip boards
Character Trait cards

Grouping for Learning:

Large group and small group

Language Demands: (vocabulary demands AND other communication demands)

Characters, descriptive words, feelings, character traits

Students will be asked to listen, write and respond.
*List any special accommodations or modifications in the learning plan required by student needs.

Students achieving at and below grade level expectations will be given help with word pronunciation
and meaning on the character trait cards.
Self-assessment/Reflection of the Lesson (analysis and rationale):
1

Central Focus:
Todays focus was on characters and was very successful in talking about character traits for the first time. The setting
background from yesterday helped fuel our learning today and the characters knowledge will certainly aid in the plot
retelling planned for the next lesson.
Learning Experience Plan:
The plan was well thought out and transitioned well. The students were engaged throughout the entire read aloud and
moved nicely into their group work. I was not sure how they would do with the group activity but was pleasantly
surprised. All students were actively participating and working together to accomplish describing their character.
Coming back together and comparing two of the characters was a useful way to close the lesson. I only wish I had time
to compare the rest of the characters so all groups could report out.
Supporting Learning Plan:
The character trait cards were extremely useful. These allowed the visual learners to be successful and gave the
students who were struggling to come up with ideas a place to start. The anchor chart was also helpful as many
students refereed back to in when in their groups.

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Assessment/Monitoring Learning:
I was not able to concretely assess this lesson as I had intended. IT was the first introduction to character traits so I did
not expect mastery of the content. I chose not to have the students hand in their papers because I felt I had an overall
idea of how the class had grasped the concept.
Special Accommodations or Modifications in the Learning Experience Plan, Supporting Learning, or
Assessment/Monitoring required by student needs.
I was able to provide vocabulary help to all groups and encouraged students achieving above grade level expectations
to think of some traits that were not on the cards. I could have differentiated more effectively by using the cards in a
more thoughtful way or by varying the worksheets. I will look at how to differentiate this lesson further for the next
time.

Candidate: ______________________________________________ Date: __________________________

Mentor: _________________________________________________ Date: __________________________

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